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»tate  of  Wisconsin 
Dc^Ttilient  of  P ublic  liistniction 


Lessbris 


on  the  use  of  the 


Sch8bl  Library 


Issued  by 

C-  p.  Gary 

State  Superintendent 


Property  of  the  School  Libunry 

of_ ^District 


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Lessons 

on  the  use  of  the 

School   Library 

for 

Rural  Schools,  State  Graded  Schools,  Village 
and  City  Grades 

Also  for  use  in  High  Schools  in  the 

giving  of  such  library  instruction  out- 
lined as  has  not  been  given  in  the  grades 


Prepared  by 

O.  S.  Rice 

Supervisor  of  School  Libraries 
Issued  by 

C.  p.  Gary 

Sla^e"  8-uperihtende.nt  ' 


MADISON.  WISCONSIN 
1915 


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THIS  PUBLICATION   IS  THE  PROPERTY  OF  THE 

SCHOOL  DISTRICT.    IT  IS  TO  BE  ACCESSIONED 

AND  AS  CAREFULLY  ACCOUNTED  FOR  AS 

A    BOOK    ADDED    TO    THE    SCHOOL 

LIBRARY    BY    PURCHASE. 


INTRODUCTION 


There  are  over  one  and  one-half  million  books  in  Wisconsin 
school  libraries,  with  large  additions  in  the  aggregate  each 
year.  These  books  have  been  a  power  for  good  in  the  schools 
of  the  state.  And  yet  the  returns  possible  from  the  invest- 
ment in  school  libraries  are  greatly  in  excess  of  those  yet 
realized.  It  is  so  short  a  time  since  there  were  practically 
no  school  libraries  that  teaching  practices,  so  far  as  the  school 
library  is  concerned,  are  still  to  a  large  extent  dominated  by 
methods  and  courses  of  study  which  originated  when  the 
textbook  reigned  supreme. 

To  help  make  the  school  library  as  effective  an  agency  as 
possible  in  the  work  of  the  schools  and  in  the  lives  of  those 
who  attend  them  these  lessons  have  been  prepared.  Specific- 
ally, they  are  intended  for  the  guidance  of  teachers  in  giving 
to  their  pupils  definite  lessons  on  the  use  of  the  school 
library. 

The  Wisconsin  law  now  provides  that  candidates  for 
county  or  city  teachers'  certificates,  and  hence  also  for  state 
certificates  by  examination,  shall  write  on  the  cataloging  and 
use  of  school  libraries.  Applicants  for  third  grade  certificates 
were  included  in  this  law  beginning  January  1,  1915.  In 
the  Wisconsin  township  library  list  of  1910-'ll  instructions 
are  given  on  the  cataloging  and  care  of  elementary  school 
libraries  and  the  high  school  library  list  of  1909  contains 
similar  instructions  for  high  school  libraries.  The  present 
publication,  as  an  incident  to  its  main  purpose,  will  help 
teachers  prepare  for  examinations  on  the  use  of  school 
libraries. 

Acknowledgments.  Most  of  the  manuscript  of  this 
publication  was  read  by  Miss  Bertha  Bergold,  Assistant 
Librarian,  whose  suggestions  have  been  of  material  help  in 
its  preparation.  The  lessons  on  the  daily  newspaper  were 
thoroughly  revised  as  a  result  of  the  suggestions  made  by 
W.  G.  Bleyer,  Associate  Professor  of  Journalism  and  Chair- 
man of  the  Course  in  Journalism,  University  of  Wisconsin. 
Certain  other  parts  were  likewise  submitted  to  specialists 
and  advantage  taken  of  their  criticisms.     Inspectors  Amy 

324679 


4  Lessons  on  XJse  of  School  Library 

Bronsky,  Annie  Reynolds,  and  W.  E.  Larson,  of  the  Depart- 
ment each  read  a  large  part  of  the  manuscript  and  made 
helpful  suggestions.  Sincere  thanks  are  due  all  those  who 
have  thus  aided  in  the  preparation  of  these  lessons  on  the 
use  of  the  school  hbrary;  also  to  Miss  Mary  A.  Smith, 
Librarian  of  the  Madison  Public  Library,  for  permission  to 
include  an  outline  of  the  lessons  on  the  public  library  which 
she  each  year  gives  to  the  pupils  of  the  eighth  grade  of  the 
Madison  schools. 

High  schools.  Much  of  what  is  included  in  the  refer- 
ence lessons  outlined  is  suitable  also  for  use  in  high  schools. 
In  fact,  most  of  it  will  be  found  of  value  to  those  students 
who  have  not  received  this  training  in  the  grades.  See  page 
22  for  further  suggestions. 

Teachers'  training  classes.  Since  the  lessons  are 
intended  for  use  in  elementary  schools,  it  follows  that  they 
will  be  of  service  in  teachers'  training  classes  in  county 
training  schools,  high  schools,  and  normal  schools.  Pre- 
paring teachers  to  train  the  rising  generation  in  the  use  of 
books,  probably  the  greatest  single  source  of  human  progress, 
should  receive  attention  at  least  equal  to  that  given  the 
traditional  school  branches. 

School  and  public  libraries.  The  lessons  aim  to  give 
training  in  the  use  of  whatever  reference  material  the  school 
library  may  contain,  however  meager  that  may  be.  Most 
people  do  not  have  access  to  the  resources  of  a  good-sized 
public  hbrary,  and  it  is  for  them  all  the  more  essential  to 
receive  training  in  the  use  of  simple  reference  sources,  and 
in  the  choice  of  books  for  general  reading.  Those  who  later 
move  into  communities  where  there  are  good  library  facilities 
will  be  all  the  more  hkely  to  make  use  thereof,  if  they  have 
received  this  training  in  school,  while  the  young  people  who 
are  fortunate  enough  to  live  in  a  community  which  supports 
a  good  pubhc  library,  should  receive  the  training  which  will 
help  make  sure  that  they  will  take  advantage  of  their  oppor- 
tunities. It  is  hoped  that  these  lessons  will  prove  of  sub- 
stantial assistance  in  bringing  about  an  effective  cooperation 
between  the  school  and  the  public  hbrary. 

Organization  of  the  library  essential.  In  order  to  give 
any  considerable  part  of  the  lessons  outhned,  it  will  be 
necessary  to  have  the  library  properly  classified  and  cat- 
aloged, the  books  correctly  arranged  on  the  shelves,  etc. 
To  help  the  teacher  bring  this  about,  there  is  given  on  page 
8  an  outhne  of  what  is  necessary  for  the  purpose. 

Influence  of  lessons  on  choice  and  use  of  books.  It 
is  not  at  all  supposed  that  these  lessons  cover  the  whole  field 
of  work  in  preparing  children  wisely  and  effectively  to  use 
printed  matter.  However,  it  is  believed  that,  by  studying 
and  using  the  Hbrary  books  at  hand  in  the  ways  herein  in- 


Lessons  on  Use  ofSchool  Library  5 

dicated,  the  pupil  will  receive  a  training  which  will  have  an 
effective  influence  upon  his  choice  and  use  of  books  through- 
out life.  The  outlines  given  relate  to  reference  work  and  to 
general  reading.  The  larger  part  of  the  publication  is  de- 
voted to  reference  work,  but  the  suggestions  with  regard  to 
general  reading  are  of  equal  or  even  superior  importance 
and  should  be  given  careful  attention  by  the  teacher. 

Textbooks.  The  reference  work  is  intended  to  be  done 
with  the  school  library  books  and  not  with  the  class  text- 
books. The  use  of  textbooks  should  be  considered  of  and 
by  itself  as  part  of  the  work  of  the  class  in  which  the  text  is 
used. 

Grades  for  which  suitable.  The  grades  for  which  the 
different  lessons  are  suitable  have  been  indicated.  By  grades 
6-8,  for  instance,  is  meant  that  the  lesson  may  be  given  in 
any  one  of  these  grades,  depending  upon  circumstances. 
Usually  it  is  best  to  give  a  reference  lesson  in  the  lowest 
grade  mentioned,  unless  there  are  good  reasons  to  the  con- 
trary. The  earlier  a  reference  lesson  is  given  the  more 
practical  application  it  will  have  before  the  pupil  leaves 
school.  In  some  cases,  part  of  the  work  outlined  should  be 
given  in  the  lowest  grade  named  and  other  parts  in  higher 
grades.  This  applies  especially  to  a  series  of  lessons  on  the 
same  topic,  such  as  the  lessons  on  the  use  of  the  dictionary. 
So  far  as  feasible  this  gradation  of  work  has  been  indicated. 
However,  only  the  teacher  doing  the  actual  work  with  a  cer- 
tain class,  under  given  conditions,  is  in  a  position  to  decide 
some  of  the  questions  of  gradation. 

Classes  in  which  to  give  the  lessons.  The  classes  in 
which  the  different  lessons  should  be  given  are  indicated. 
This  is  intended  to  help  the  teacher  in  apportioning  the  work 
among  the  various  classes,  so  that  the  reference  work,  as  a 
rule,  will  be  given  in  that  class  which  deals  with  the  subject 
most  nearly  related  to  the  work  to  be  done,  and  also  so  as 
not  to  overburden  any  one  class  w  ith  reference  lessons.  Here 
again  the  indications  are  suggestive  only,  and  practical 
necessity  may  make  it  advisable  for  the  teacher  to  give  the 
work  in  some  other  class  than  the  one  suggested.  An  index 
by  classes  in  the  back  part  of  this  publication  will  enable  the 
teacher  quickly  to  see  what  reference  work  is  suggested  in  • 
connection  with  the  various  classes  of  the  school.  In  this 
connection  read  the  next  paragraph. 

Lessons  to  be  adapted  to  pupils  and  equipment.  All 
the  lessons  outlined  cannot  be  used  in  some  schools,  owing 
to  lack  of  material  with  which  to  work;  but  all  those  lessons 
for  which  there  is  material  at  hand  should  be  utilized.  Effort 
should  be  made  to  add  to  the  library  the  books  and  equip- 
ment needed  for  the  instruction  outlined.  The  instruction 
should  be  varied  from  that  outlined  so  as  to  meet  the  special 
needs  of  the  pupils. 


6  Lessons  on  Use  of  School  Library 

Graded  course.  It  is  not  the  intention  that  the  lessons 
are  to  be  given  in  the  order  in  which  they  are  arranged  in 
this  pubhcation.  Such  an  arrangement,  as  will  be  seen  by 
inspection  of  the  lessons  included,  would  be  impracticable. 
A  course  of  lessons  by  grades,  with  subdivisions  by  classes, 
is  outhned  beginning  on  page  16.  This  is  followed  by 
an  outline  by  classes,  with  subdivisions  by  grades.  With 
these  outlines  as  guides,  the  lessons  can  be  given  in  orderly 
sequence  and  without  duplication  or  confusion. 

Index.  The  index  will  make  readily  accessible  any 
included  material  pertaining  to  the  lessons  on  the  use  of 
the  school  library. 

Note  taking.  The  habit  of  taking  notes  when  doing 
reference  work  should  be  encouraged.  These  notes  the  pupils 
should,  as  a  rule,  have  the  privilege  of  referring  to  when  re- 
citing, just  as  in  practical  life  we  are  at  liberty  to  refer  to 
notes  made  in  the  course  of  reading  up  on  any  particular 
subject. 

Practical  application.  When  any  unit  of  reference  work 
has  been  done,  as,  for  example,  that  on  the  atlas,  the  teacher 
should  plan  to  have  the  pupils  use  that  source  of  reference 
material  thereafter  whenever  its  use  is  advisable  in  the 
work    being    done. 

Self-help  and  instruction.  It  is  well  for  the  pupils 
themselves  to  make  a  preliminary  examination  of  any  refer- 
ence book  which  is  to  be  studied.  This  will  help  develop  the 
habit  of  critically  examining  books  which  may  fall  into  their 
hands.  However,  the  teacher  must  be  careful  not  to  overdo 
in  this  direction.  He  must  not  be  afraid  to  do  some  genuine 
teaching  in  the  use  of  the  school  library  just  as  in  arithmetic, 
geography,  and  other  traditional  school  subjects.  We  should 
remember  that  most  children  creep  before  they  walk.  De- 
vote as  many  recitations  to  any  topic  as  may  be  necessary. 
Do  not  slight  anything  attempted;  rather  than  that  omit 
some  of  the  topics.  The  aim  should  be  to  teach  each  topic 
attempted  so  well  that  thenceforth  the  pupil  will  make 
practical  use  of  the  instruction  received. 

Emphasize  the  reference  feature.  Many  of  the  ques- 
tions in  the  exercises  given  under  the  various  topics  require 
answers  which  the  pupil  may  have  learned  from  a  reference 
book  or  may  have  gotten  from  hearsay.  It  should  be  borne 
in  mind  that  the  exercises  are  intended  to  give  practice  in 
the  use  of  reference  books  and  the  source  of  information 
should  in  each  case  be  reported  by  the  pupil.  The  merit  of 
the  work  of  any  pupil  depends  upon  the  judgment  shown 
in  selecting  and  using  the  reference  material  available. 

Combine  reference  work  and  study.  The  exercises 
in  reference  may  be  assigned  as  lessons  in  the  subject  as 
well  as  lessons  in  reference,  thus,  as  it  were,  killing  two  birds 
with  one  stone. 


Lessons  on  Use  of  School  Library  7 

Reviews.  Practical  application  of  what  has  been  taught 
whenever  occasion  for  its  use  occurs  is  the  best  kind  of  review. 
However,  a  review  in  a  later  grade  of  what  was  learned  in  an 
earlier  grade  gives  occasion  to  teach  some  things  which  the 
pupils  were  not  far  enough  advanced  to  learn  when  they 
first  were  introduced  to  that  particular  feature  of  reference 
work.  Inability  and  disinclination  to  make  practical  ap- 
plication of  the  instruction  and  misunderstandings  of  various 
kinds  can  also  be  attended  to  by  means  of  reviews.  Besides, 
there  may  be  pupils  in  class,  coming  from  other  schools, 
who  have  not  been  given  some  of  the  instruction  outlined.  It 
is  therefore  advisable  to  review  the  lessons  from  time  to  time 
as  conditions  may  require  and  opportunity  offer.  Reviews 
are  especially  desirable  in  the  higher  grades  suggested  when 
the  lesson  has  been  given  in  a  lower  suggested  grade. 

Library  hour.  As  an  incentive  to  general  reading,  it 
would  be  well,  occasionally  to  devote  the  last  hour  of  the 
Friday  afternoon  session  to  a  library  program.  At  this  time 
pupils,  who  by  conversation  with  the  teacher,  have  demon- 
strated that  they  can  make  an  interesting  report  on  a  book 
or  on  some  character  or  other  feature  of  a  book  or  article 
read,  should  be  given  an  opportunity  to  talk  to  the  school. 
Biographical  sketches  of  noted  authors,  recitations,  and  other 
related  exercises  will  supply  ample  additional  material  for 
such  programs. 

Young  People's  Reading  Circle.  The  Wisconsin 
Teachers'  Association  has  provided  for  the  organization  of  a 
Wisconsin  Young  People's  Reading  Circle.  The  bulletins 
issued  by  the  State  Reading  Circle  Board  will  be  distributed 
to  all  teachers  and  will  help  to  bring  about  good  general  read- 
ing on  the  part  of  the  girls  and  boys  in  our  schools  and  others 
of  school  age. 

Credit  should  be  given  for  this  library  work.  The  children 
should  be  made  to  reaUze  the  great  truth  that  one  of  the. 
most  important  results  of  a  good  education  is  to  know  where 
to  fmd  information  in  printed  material,  to  have  a  taste  for 
good  reading  and  some  ability  in  choosing  such  reading  from 
the  vast  quantity  of  printed  matter  which  confronts  us  on 
every  hand. 

The  teacher  must  know  the  books.  Both  for  the 
sake  of  the  reference  work  and  the  general  reading  the  teacher 
must  know  the  books  which  he  expects  the  pupils  to  use.  It 
is  advisable  for  the  teacher  carefully  to  go  over  each  refer- 
ence lesson  before  he  assigns  it  to  the  class  and  to  look  up, 
to  such  an  extent  as  may  be  necessary,  the  references  in  the 
material  with  which  the  pupils  will  work.  He  will  then  know 
better  what  modifications  to  make  in  the  assignment  and  will 
be  more  interested  and  hence  create  more  interest  in  the 
reference  work. 


8  Lessons  on  Use  of  School  Library 

The  teacher  should  systematically  devote  time  to  the  read- 
ing of  books  suitable  for  general  reading  by  the  boys  and  girls 
under  his  instruction  and  to  the  reading  of  literature  toward 
which  he  endeavors  to  develop  their  reading  tastes  and  ca- 
pacities. Only  in  this  way  can  he  acquire  that  knowledge  of 
and  enthusiasm  for  books  which  is  absolutely  essential  in 
order  to  kindle  enthusiasm  for  good  reading  on  the  part  of 
the  pupils.  The  township  library  list,  the  lists  printed  herein, 
the  list  of  the  Wisconsin  Young  People's  Reading  Circle,  and 
the  Wisconsin  high  school  library  list  will  be  of  value  in 
selecting  books  for  such  a  course  of  reading  by  the  teacher. 
Teachers  should  especially  familiarize  themselves  with  the 
books  on  the  Young  People's  Reading  list. 

Condition    of    the    School    Library 

Following  are  some  matters  with  regard  to  the  condition 
of  the  library  which  should  be  seen  to  in  order  that  the  les- 
sons outlined  may  be  given  under  favorable  conditions.  In 
fact,  some  of  the  work  will  be  difficult  or  even  impossible  of 
accomplishment  if  these  things  are  not  given  attention. 

Accession  list.  Every  book  and  the  more  important  public  documents 
in  the  library  should  be  accessioned.  The  state  Department  of  Education 
has  distributed  to  schools  the  Wisconsin  School  Library  Accession  Book. 
This  will  answer  the  purpose  for  all  but  the  larger  school  libraries.  The 
instructions  given  on  the  first  page  should  be  carefully  studied  by  those 
who  use  it.  Copies  of  this  accession  book  can  be  secured  on  application 
to  the  State  Superintendent.  If  a  larger  accession  book  is  needed,  it  may 
be  purchased  from  a  library  supply  house. 

Bookplates.  By  bookplates  is  here  meant  the  labels  provided  by  the 
State,  which  are  to  be  pasted  onto  the  inside  of  the  front  cover  of  a  school 
library  book,  to  show  its  ownership  and  accession  number,  and  containing 
a  summary  of  public  school  library  regulations  prescribed  by  the  State 
Superintendent.  Care  should  be  taken  that  the  accession  number  on  a 
bookplate  is  identical  with  that  for  the  same  book  as  given  in  the  accession 
list.  Often  the  town  clerk,  in  the  case  of  township  library  books  which 
he  distributes  to  schools,  places  an  accession  number  on  the  bookplate, 
and  this,  of  course,  is  different  from  the  accession  number  in  the  school 
library  accession  list.  Accession  numbers  written  in  by  town  clerks 
should  be  erased  and  the  school  accession  number  substituted. 

Classification.  The  lessons  on  the  use  of  the  card  catalog  and  a 
number  of  other  lessons  herein  outlined,  presuppose  the  proper  classifica- 
tion of  the  school  library  books.  Classification  of  elementary  school 
libraries  ia  discussed  on  page  281  of  the  1910-'ll  township  library  list; 
a  simplified  table  of  classification  is  given  on  page  128  herein.  Classifica- 
tion of  high  school  libraries  is  treated  on  page  61  of  the  1909  high  school 
library  list,  with  accompanying  table  of  classification. 

Class  numbers  on  the  backs  of  books.  The  class  numbers  should 
be  plainly  written  on  the  backs  of  the  books  about  one  and  one-half 


Lessons  on  Use_of.  School  Library  9 

inches  from  the  bottom,  unless  printed  matter  on  the  back  makes  it  neces- 
sary to  write  the  class  number  above  or  below  this  level.  It  will  be  neces- 
sary to  write  the  class  number  lengthwise  of  the  back  in  the  case  of  very 
thin  books.  White  ink  should  be  used  on  the  books  on  which  black  figures 
and  letters  will  not  show  distinctly.  India  ink  should  be  used  for  the  black 
and  for  the  white  any  good  brand  of  white  ink  will  answer. 

Writing  the  class  numbers  on  the  back  of  the  books  is  preferable  to  the 
use  of  labels,  for  the  reason  that  labels  soon  get  soiled,  torn  or  loosened 
or  fall  off  entirely.  Labels  already  on  the  books,  however,  should  be  left 
there  until  their  condition  makes  it  advisable  to  remove  them;  then  class 
numbers  written  directly  onto  the  backs  should  be  substituted. 

Arrangement  of  books  on  the  shelves.  Class  numbers  facilitate 
bringing  together  on  the  shelves  all  books  on  the  same  subject,  enable  one 
readily  to  fmd  books  on  a  given  subject,  and  books  referred  to  in  the  card  cat- 
alog. But  in  order  tobeof  value,  the  books  must  be  arranged  on  the  shelves 
according  to  these  numbers.  Under  any  particular  class  number  they  should 
be  arranged  alphabetically  by  authors,  except  that  books  of  individual 
biography  (921)  should  be  arranged  alphabetically  by  the  name  of  the 
person  written  about. 

On  the  backs  of  reference  books  which  it  is  desirable  to  have  located 
together  for  the  purpose  of  convenience,  the  capital  letter  R  should  be 
written  above  the  class  number  and  then  these  books  may  be  placed  to- 
gether and  arranged  by  their  class  numbers  as  in  the  case  of  the  shelf 
books.  Instead  of  the  letter  R,  an  asterisk  (*)  may  be  used,  which  is 
customary  in  public  libraries. 

Card  catalog.  For  many  of  the  lessons  outlined  it  is  absolutely 
essential  that  the  card  catalog  be  properly  and  completely  made  out. 
The  necessary  instructions  for  cataloging  elementary  school  libraries  will 
be  found  in  the  township  library  hst  of  1910-'ll,  pages  270-80.  These 
instructions  should  be  carefully  studied  before  any  cataloging  is  done  and 
the  instructions  should  be  implicitly  followed.  Especially  should  the  cards 
be  made  out  like  the  samples  printed  on  pages  275-8;  the  second  card  on 
page  277,  however,  should  be  ignored,  as  it  is  one  which  through  some  error 
was  taken  from  the  instructions  for  cataloging  high  school  libraries. 

Instructions  for  cataloging  high  school  libraries  will  be  found  in  the 
1909  List  of  Books  for  High  School  Libraries. 

Card  catalog  case.  The  card  catalog  case  should  be  located  where  it 
can  conveniently  be  consulted  without  moving  it;  which  means  that  it 
should  be  near  the  book  case,  but  not  on  top  of  it,  for  instance  (where  it  is 
sometimes  found  by  visitors). 

The  cards  should  not  be  packed  so  close  that  it  is  difficult  to  read  them 
or  find  the  ones  wanted. 

Book  case.  There  should  be  shelf  room  enough  so  that  all  the  books 
can  be  placed  on  the  shelves  without  crowding.  The  minimum  height 
between  the  shelves  should  be  about  lOi  inches.  This  makes  provision 
for  all  except  a  comparatively  few  over-size  books.  For  these  and  the 
pamphlet  cases  and  folders  the  space  between  the  two  lowermost  shelves 
should  be  about  12i  inches.  If  some  of  the  shelf  spaces  are  less  than  ten 
inches,  it  wffl  often  happen  that  books  of  the  same  class  will  have  to  be 
separated. 


10  Lessons  on  Use  of  School  Library 

Book  supports.  These  are  necessary  in  order  to  keep  the  books  in  a 
vertical  position  on  the  shelves.  They  may  be  bought  for  about  ten  cents 
a  piece  from  a  furniture  dealer  (who  will  probably  have  to  send  for  them) 
or  from  a  dealer  in  library  supplies.  Without  them  the  books  are  likely 
to  "lop  over"  and  so  contribute  to  an  unattractive  appearance  of  the 
library. 

Dictionary  stand.  A  stand  should  be  provided  for  the  unabridged 
dictionary  and  placed  where  it  is  easy  of  access.  A  stand  fastened  to  the 
wall  is  preferable  for  most  school-rooms.  As  a  substitute  an  unoccupied 
desk  or  a  place  on  the  reading  table  may  answer.  By  no  means  should  the 
unabridged  dictionary  be  placed  in  a  bookcase  or  other  place  from  which 
it  must  be  fetched  when  used.  A  stand  makes  for  greater  use  of  the  dic- 
tionary' and  saves  wear  and  tear.  Such  stands  can  be  secured  from  fur- 
niture dealers  or  dealers  in  school  supplies. 

Reading  table.  A  table  and  chairs  for  use  in  reference  work  and  in 
the  reading  of  magazines  and  newspapers  should  be  provided  in  every 
school.  The  table  should  be  located  where  it  is  convenient  of  access  and 
where  the  light  is  right  for  reading  purposes. 

Library  corner.  The  book  cases,  the  dictionary  stand,  the  reading 
table  for  magazines  and  newspapers,  and  all  other  equipment  connected 
with  the  use  of  the  school  library  should  be  in  some  particular  part  of 
the  room,  which  may  be  designated  as  the  library  corner.  This  applies 
to  that  large  number  of  schools  which  do  not  have  a  special  room  for  a 
library. 

Condition  of  the  books.  A  well  cared  for  library  is  in  itself  an 
incentive  to  its  use.  If  the  books  are  tattered  and  torn  and  soiled,  we 
have  the  opposite  effect.  Each  year  the  teacher  is  required  by  law  to  set 
aside  the  books  which  need  rebinding  and  which  it  would  pay  to  rebind. 
A  pamphlet  containing  the  necessary  directions  is  distributed  by  the  State 
Superintendent  each  year.  By  all  means,  teachers  should  seek  to  have  the 
school  library  get  the  benefit  of  this  law.  A  judicious  amount  of  mending 
should  be  done  in  time.  See  pages  283-6,  township  library  list  of  1910-'ll. 
Books  beyond  rebinding  and  mending  should  be  discarded;  or,  if  it  is 
thought  necessary'  to  still  retain  some  of  them^  these  should  be  kept  out 
of  sight  when  not  in  use. 

Loans.  The  use  of  the  library  as  taught  in  these  pages  cannot  be 
successfully  carried  out  if  there  is  not  some  efficient  system  of  loaning  the 
books.  Such  a  system  will  encourage  the  pupils  to  take  books  home  to 
read,  will  be  liberal  as  to  renewals,  will  prevent  loss  and  unnecessary  wear 
and  tear  and  soihng  of  books  by  holding  pupils  reasonably  responsible 
for  books  loaned  to  them,  will  encourage  the  borrowing  of  books  by  non- 
pupils  as  much  as  the  circumstances  warrant,  and  in  general  will  make 
for  the  largest  possible  use  of  the  library,  especially  for  general  reading. 

For  instructions  as  to  recording  loans,  fines,  etc.,  see  page  xiii  of  the 
Wisconsin  township  library  list  of  1910-'ll;  or,  the  Wisconsin  high  school 
library  list  of  1909,  page  12. 

Record  of  reading  done.  It  will  help  stimulate  the  desire  to  do 
general  reading  if  each  pupil  keeps  a  record  of  the  books  he  reads  each  year 
of  his  school  course.    A  plan  for  bringing  this  about  is  being  worked  out 


Lessons  on  Use  of  School  Library  11 

by  the  State  Reading  Circle  Board  and  it  will  be  explained  in  the  forth- 
coming reading  circle  pamphlet.  Every  pupil  should  be  encouraged  to 
make  such  a  record.  The  teacher  should  also  have  a  record  of  the  reading 
done  by  each  pupil  so  as  to  be  better  able  intelligently  to  guide  his  reading. 

Reference  material.  Following  is  a  minimum  list  of  reference 
books  and  material  necessary  to  give  the  lessons  outlined,  not  including 
the  shelf  books. 

The  abbreviation  *'T"  means  that  the  book  is  included  in  the  township 
library  list. 

Agricultural  journals.    See  page  87;  103. 

Atlas.     See  page  64, 

Blue  Book.     See  page  55. 

Card  catalog.     See  page^9;  48. 

Champlin.  Young  Folks'  cyclopedia  of  common  things.     T. 

Champlin.     Young  folks'  cyclopedia  of  literature  and  art.     T. 

Champlin.     Young  folks'  cyclopedia  of  natural  history.     T. 

Champlin,     Young  folks'  cyclopedia  of  persons  and  places.     T. 

Daily  newspapers.     See  page  79. 

Dictionary — abridged.     See  page  28. 

Dictionary — unabridged.     See  page  28. 

Farmers'  institute  bulletins.     See  page  71. 

General  encyclopedia.     See  page  60. 

Magazines.     See  page  87. 

Pamphlets  and  clippings.     See  page  75. 

Quotations.     See  page  107. 

Robert's  rules  of  order.     T. 

Trade  periodicals.     See  page  87. 

U.  S.  Department  of  Agriculture.    Farmers'  bulletins.    See  page  68. 

Yearbook.     See  page  70. 

University  of  Wisconsin.  Agricultural  Experiment  Station.  Bulletins 
and  circulars.     See  page  70. 

Wilcox  and  Smith.     Farmer's  cyclopedia  of  agriculture,     T. 

Wisconsin  Arbor  and  Bird  Day  manual 

Wisconsin  Memorial  Day  annual 

Wisconsin  township  library  list 

World  almanac.     See  page  66, 

Filing  pamphlets  and  clippings.  A  plan  for  filing  clippings  and 
pamphlets  is  given  beginning  on  page  76.  It  is  sincerely  to  be  hoped 
that  every  school  will  have  a  collection  of  such  material.  Not  only 
will  much  reference  work  thus  be  made  possible,  but  also  a  plan  for  filing 
material  will  be  made  known  to  the  school  which  can  with  profit  be  made 
use  of  in  many  homes. 

Shelf  books.  By  shelf  books  is  meant  those  books  which  are  not 
placed  in  any  specially  located  group,  such  as  most  of  the  reference  books 
referred  to  above,  but  which  are  placed  on  the  shelves  among  other  books 
of  their  class  in  the  general  collection  of  books.  A  large  proportion  of 
these  should  be  for  purposes  of  general  reading.  How  to  secure  enough 
for  this  purpose  is  one  of  the  vital  problems  in  the  use  of  the  school  library. 
Following  are  some  suggestions  to  this  end. 


12  Lessons  on  Use  of  School  Library 

Growth  of  the  school  library.  As  rapidly  as  practicable  the  books 
needed  for  reference  and  general  reading  should  be  added  to  the  library. 
The  operation  of  the  township  library  law,  annually  brings  to  each  school 
district  outside  of  the  larger  cities  of  the  state  books  to  the  value  of  ten 
cents  for  each  person  of  school  age  in  the  district.  This  needs  to  be  supple- 
mented from  other  sources  if  the  school  library  is  to  fulfill  its  function,  for 
the  reason  that  the  growth  in  this  way  alone  is  too  slow  in  most  districts 
and  because  the  more  expensive  reference  works  cannot  be  purchased 
with  the  township  library  money. 

Among  the  many  legitimate  ways  of  increasing  the  number  of  books 
available  in  the  school  library,  the  following  are  suggested: 

1.  Appropriations  by  the  school  board.  A  reasonable  sum  should  be 
appropriated  each  year  for  the  purchase  of  library  books. 

2.  Entertainments.  Money  raised  by  school  entertainments  can  hardly 
be  put  to  better  use  than  in  providing  good  reading. 

3.  Socials.  In  these  days  of  wide-spread  interest  in  social  center 
activities,  it  will  not  be  difTicult  to  raise  funds  for  the  school  library  by 
conducting  a  social  of  some  kind  popular  in  and  approved  by  the  com- 
munity and  charging  a  small  admission  fee. 

4.  A  traveling  library  can  be  secured  from  the  Wisconsin  Free  Library 
Commission,  Madison.  Write  Secretary  M.  S.  Dudgeon.  If  your  county 
conducts  a  traveling  library  system,  then  apply  to  the  person  in  charge. 
If  you  do  not  know  who  is  at  the  head  of  the  work,  inquire  of  your  county 
superintendent. 

5  School  districts  are  authorized  by  law  to  exchange  library  books, 
provided  they  are  returned  to  the  respective  schools  owning  them  before 
the  end  of  the  school  year.  The  school  boards  of  the  districts  concerned 
must  first  agree  to  the  exchange. 

6.  If  in  a  city  or  village  maintaining  a  public  library,  confer  with  the 
librarian  as  to  library  books  for  the  school,  to  be  supplied  by  the  library. 

7.  Encourage  the  building  up  of  home  libraries.  In  order  to  supple- 
ment the  school  library  some  parents  would  be  willing  to  purchase  books 
for  their  children's  reading,  if  the  matter  were  presented  to  them  in  such  a 
way  as  to  enlist  their  interest  and  make  them  feel  confident  that  the 
books  recommended  are  suitable  and  the  prices  reasonable. 

8.  Make  the  funds  for  books  go  as  far  as  possible  by  making  use  of  the 
township  library  list  when  ordering  books  therein  listed  thus  securing 
advantage  of  the  contract  prices. 

9.  Gift  books,  if  of  the  right  kind  and  in  good  condition,  are  a  welcome 
addition  to  a  library;  but  often  they  do  not  fulfill  these  conditions.  Since 
they  can,  as  a  rule  not  be  refused  if  proffered,  the  teacher  will  sometimes 
have  to  use  his  ingenuity  in  so  arranging  where  gift  books  are  to  be  kept, 
etc.,  that  no  harm  will  come  from  an  unwelcome  addition  to  the  library. 

Inventory.  To  prevent  loss  of  books,  an  inventory  should  be  taken 
several  times  each  year,  including  one  at  the  close  of  the  annual  school 
term.  For  suggestions  as  to  how  to  take  an  inventory,  see  "List  of  Books 
for  Township  Libraries,  1910-'ll,  page  269;  or,  "List  of  Books  for  Free 
High  School  Libraries,  1909,"  pages  8-9. 


Lessons  on  Use  of  School  Library  13 

MAKING  USE  OF  THE  PUBLIC  LIBRARY 

Books  from  public  library.  If  the  school  is  located  in  a  community 
which  maintains  a  public  library,  arrangements  should,  if  feasible,  be 
made  for  books  to  be  sent  to  the  school  from  the  library  in  accordance  with 
some  definite  plan  agreed  upon  by  the  school  and  library  authorities. 
Such  class  room  libraries  should  be  selected  with  the  aim  of  supplying 
collateral  or  supplementary  reading  in  connection  with  the  various  classes 
and  to  some  extent  general  reading,  the  latter  especially  in  the  lower 
grades.  This  may  be  supplemented  by  special  privileges  usually  accorded 
to  the  teacher  as  to  the  number  of  books  issued  on  one  card  and  the  length 
of  time  which  they  may  be  retained.  Even  though  such  arrangements 
are  made,  the  school  should  as  a  rule  have  a  collection  of  books  of  its  own 
which  it  is  found  advisable  to  have  constantly  at  hand. 

Borrowers'  cards.  Pupils  should  early  be  encouraged  to  visit  the 
public  library  and  make  use  of  its  resources  both  for  general  reading  and 
for  reference.  By  an  arrangement  with  the  librarian  most  of  the  children 
can  be  induced  to  take  out  and  use  borrowers'  cards.  The  teacher  should 
have  sonie  way  of  knowing  what  books  her  pupils  draw  from  the  public 
library,  in  order  that  she  may  better  help  guide  their  reading. 

Reference  work.  Reference  work  for  which  there  is  not  the  necessary 
material  in  the  school  should  be  done  in  the  public  library  so  far  as  its 
resources  will  supply  the  need.  Topic  work  in  the  public  library  should 
begin  in  about  the  fourth  grade  and  should  supplement  the  class  work 
in  geography,  history,  and  other  branches  in  which  it  is  of  value. 

Lessons  on  the  use  of  the  public  library.  See  page  124  for  lessons 
outlined  for  eighth  grade  pupils.  Previous  to  this  grade,  however,  the 
necessary  instruction  should  be  given  as  to  registration,  borrowers'  cards, 
renewals,  fines,  behavior  in  the  library,  and  other  such  elementary  essen- 
tials as  will  make  for  the  proper  use  of  the  library  even  by  the  youngest 
school  children.  It  may  be  advisable  to  give  the  lessons  outlined  on  page 
124  to  sixth  or  seventh  grade  pupils,  if  many  of  them  leave  school  before 
the  eighth  grade  is  reached. 

Visits  to  public  libraries  by  pupils  from  rural  communities. 
People  living  in  rural  communities  which  do  not  maintain  a  public  library 
may  have  some  library  privileges  in  a  near-by  public  library,  or,  as  often 
happens,  they  may  move  into  a  community  having  a  public  library.  It 
would  therefore  be  advisable,  if  the  necessary  arrangements  can  be  made, 
to  have  the  pupils  in  the  eighth  grade  visit  such  a  library,  and,  under  the 
leadership  of  the  librarian  and  the  teacher,  get  some  idea  of  how  to  use  it. 


GENERAL  READING 

The  kind  and  amount  of  general  reading  done  by  a  pupil 
and  the  conditions  under  which  it  is  done  will  largely  de- 
termine his  taste  for  reading  throughout  life.  Promoting 
general  reading,  therefore,  should  be  one  of  the  main  con- 
cerns of  the  school.     While   specific  lessons  can  obviously 


14  Lessons  on  Use  of  School  Library 

not  be  given,  yet  definite  plans  should  be  employed  for  inter- 
esting and  guiding  the  pupils  in  their  general  reading. 
Suggestions  are  given  herein  as  follows: 

Page 

Reports  on  books  read 14 

Library  hour 7 

Young  People's  Reading  Circle 7 

Conduct  of  life  and  vocational  guidance — General  reading 93 

Mythology — General  reading 97 

Government — General  reading 96 

Fairy  stories,  fables,  folklore,  and  legends — General  reading 98 

Nature  and  science — General  reading 99 

Useful  arts — General  reading 103 

Fine  arts — General  reading 105 

Literature— General  reading 109 

Geography — General  reading 112 

Biography — General  reading 115 

History — General  reading 119 

Books  for  youngest  children 121 

Fiction 119 

The  teacher  must  know  the  books 7 

The  daily  newspaper 79 

Magazines 87 

It  is  suggested  that  when  the  reference  work  in  any  par- 
ticular subject  has  been  given  the  general  reading  connected 
therewith  then  be  given  special  attention.  When,  for  ex- 
ample, the  reference  lessons  on  biography  have  been  learned, 
the  teacher  should  discover  what  general  reading  in  bi- 
ography the  different  members  of  the  class  have  done  and 
should  seek  to  interest  them  in  such  reading  so  that  every 
member  of  the  class  will  do  at  least  a  reasonable  amount 
of  it. 

A  fuller  discussion  of  general  reading  will  be  found  on 
pages  326-33  of  the  Manual  of  the  Elementary  Course  of 
Study,  edition  of  1910  and  subsequent  reprints. 

REPORTS  ON  BOOKS  READ 

Among  the  objects  to  be  attained  by  having  pupils  make 
reports  on  books  read  are:  to  increase  the  pleasure  taken  in 
reading;  to  promote  discrimination  in  judging  the  worth  of 
what  is  read;  to  elevate  and  widen  the  reading  taste;  to 
develop  intelhgent  purpose  in  reading;  to  teach  how  to  read 
books;  to  lead  to  further  worth  while  reading;  to  help  the 
pupil  to  help  himself  in  the  selection  and  reading  of  good 
books. 


Lessons  on  Use  of  School  Library  15 

Formal  book  reports  will  not  bring  about  these  results; 
they  are  likely,  on  the  contrary,  effectually  to  prevent  them. 
The  first  step  after  a  book  has  been  read  should  be  an  in- 
formal conversation  about  it  between  the  teacher  and  the 
pupil.  In  this  conversation  the  teacher  should,  in  an  ap- 
parently incidental  way,  get  at  the  actual  impression  the 
book  has  made  on  the  pupil,  and  take  occasion  so  to  lead  the 
conversation  that  it  will  help  bring  about  the  objects  above 
stated.  A  sympathetic,  not  a  critical,  attitude  should  be 
assumed.  As  a  rule,  the  larger  the  share  of  the  pupil  in  this 
conversation,  the  better.  However,  the  teacher  should  have 
in  mind  some  definite  points  which  are  to  be  touched  upon 
in  the  conversation  on  the  particular  book  in  question. 

If  the  conversation  reveals  that  the  pupil  can,  with  perhaps 
a  little  coaching,  make  an  interesting  and  worth  while  report 
to  the  class  or  school,  it  may  be  well  to  have  him  prepare 
and  give  an  oral  report.  The  use  of  a  written  outline  in 
making  such  a  report  is  often  advisable.  Occasionally  a 
book  report  should  be  in  writing. 

When  several  members  of  a  class  have  read  books  on  which 
they  can  give  interesting  reports,  it  would  be  a  good  idea  to 
resolve  the  class  into  a  book  club,  as  it  were,  and  use  the  rec- 
itation period  for  the  giving  of  the  reports.  Each  report 
should  be  followed  by  questions  and  remarks  on  the  part  of 
those  who  listened  to  the  report.  A  pleasing  informality 
should  characterize  such  an  exercise. 

A  pupil,  especially  one  who  does  not  have  a  natural  apti- 
tude for  reading,  will  be  helped  in  acquiring  effective  reading 
habits  by  occasionally  suggesting  that  he  be  on  the  lookout 
for  certain  features  in  a  book  which  he  is  about  to  read. 
Such  suggestions  should  be  made  in  a  way  to  arouse  interest 
in  the  book.  The  taking  of  notes  on  reading  done  should  be 
encouraged. 


16  Lessons  on  Use  of  School  Library 


OUTLINE  OF  COURSE  BY  GRADES  AND  CLASSES 

In  order  to  facilitate  distributing  to  advantage  the  lessons 
on  the  use  of  the  school  library  among  the  various  grades  and 
classes,  the  following  two  outlines  are  given.  The  lowest 
grade  suggested  in  the  text  determines  the  grade  in  these 
outlines;  likewise  the  first  class  mentioned  in  the  text  for 
any  lesson  is  the  class  to  which  it  is  here  assigned. 

If  modifications  as  to  grading  or  class  are  determined  upon, 
they  should  be  recorded  in  the  outlines  so  that  confusion  may 
not  result  as  pupils  pass  from  grade  to  grade  and  as  teachers 
change. 

In  beginning  the  work  in  any  school,  the  lessons  assigned  to 
any  class  for  preceding  grades  should  first  be  given. 

Where  the  word  Review  occurs  reference  is  to  a  review  of 
library  lessons  previously  given  in  that  class  as  per  the  out- 
line. Such  reviews  should  be  planned  so  as  quickly  to  bring 
to  mind  the  previous  lessons,  especially  the  practical  appli- 
cations thereof.     See  "Reviews"  page  7. 

References  to  the  public  library  will  of  course  find  appli- 
cation only  in  those  schools  having  access  to  one. 

COURSE  BY  GRADES 

First  Grade 

Reading  class  Page 

How  to  handle  books 22 

Picture  books 121 

Books  for  youngest  children 121 

Introduction  to  the  public  library 13 

Behavior  in  the  public  library 13 

Second  Grade 
Reading  class 

How  to  handle  books  (continued) 22 

General  reading 13 

Taking  out  borrowers'  cards  in  the  public  library 13 

Public  library  regulations,  such  as  renewals,  fines,  etc 

Third  Grade 
Reading  class 

General  reading 13 

Public  library.     Beginning  with  this  grade,  all  the  children 
should  take  out  and  use  borrowers'  cards 
Spelling  class 

Dictionary — Finding  given  words 28 

Fourth  Grade 
Reading  class 

Dictionary — Definitions 32 

General  reading 13 


Lessons  on  Use  of  wSchool  Library  17 

Spelling  class  Page 

Dictionary — Finding  given  words  (continued) 28 

Dictionary — Pronunciation 31 

Dictionary — Spelling — Suggestive  exercises 29 

Fifth  Grade 
Geography  class 

Dictionary — Gazetteer 3g 

Dictionary — Colored  plates 37 

Young  Folks'  Cyclopaedia  of  Common  Things 56 

Young  Folks'  Cyclopaedia  of  Natural  History 58 

General  reading X3 

Reading  class 

Dictionary — Definitions  (continued) 32 

Physical  make-up  of  a  book 26 

Young  Folks'  Cyclopaedia  of  Persons  and  Places 57 

General  reading I3 

Spelling  class 

Dictionary — Pronunciation  (continued) 31 

Dictionary — Abbreviations  used  in  the  dictionary 36 

Dictionary — Abbreviations  and  contractions 37 

Dictionary — Spelling — Suggestive  exercises  (continued) 29 

Dictionary — Compound  words 30 

Dictionary — Syllabication 30 

Sixth  Grade 
Geography  class 

Review 

Atlas 64 

World  Almanac 66 

Training  in  the  use  of  filed  material ..............'.  79 

Geography — Reference [  HO 

Science  and  nature — Reference [  98 

General  reading \ I3 

Grammar  and  language  class 

Dictionary — Principal  parts  of  verbs 42 

Physiology  and  hygiene  class 

Useful  arts — Reference 100 

Health  and  sanitation — Reference [][]  101 

General  reading '!!"^".'^.....  13 

Reading  class 
Review 

Card  catalog 43 

Dictionary — Definitions  (continued) ."........".....  32 

Dictionary — Biographical  dictionary 40 

Dictionary — Noted  names  in  fiction 41 

Printed  parts  of  a  book 23 

Young  Folks'  Cyclopaedia  of  Literature  and  Art"......................  59 

General  encyclopedias  60 

Mythology — Reference ''"'"!!!''^.""'''"^.  94 

General  reading ""."!.."!".'"'  13 

Spelling  class 
Review 

Dictionary — SpeUing — Suggestive  exercises  (continued) 29 

Dictionary — Spelhng  of  plurals 31 

Dictionary — Variant  spellings 30 

Dictionary — Given  names  of  persons 40 

Dictionary — Pictorial  illustrations ....!..'.."!  39 

Dictionary — Proper  names 39 

Dictionary — Contents  of  unabridged  dictionary 38 

Dictionary — Arbitrary  signs  used  in  writing  and  printing 39 


18  Lessons  on  Use  of  School  Library 

Seventh  Grade 

Agriculture  class  Page 

Useful  arts — Reference 100 

Farmers'  institute  bulletins 71 

Agricultural  bulletins,  circulars,  and  Yearbook 67-72 

Agricultural  journals 87;  103 

Agriculture — Reference 102 

General  reading 13 

Grammar  and  language  class 

Dictionary — Words  used  as  different  parts  of    speech 33 

Dictionary — ^Verbs  used  both  transitively  and  intransitively 33 

Dictionary — Comparison 43 

Dictionary — Declensions 42 

Dictionary — Synonyms 34 

Dictionary — Restricted  and  questionable  usage 35 

Geography  class 
Review 

Industries  and  inventions — Reference 101 

General  reading 13 

History  class 

Biography — Reference 112 

Wisconsin  Blue  Book 55 

Memorial  Day  Annual 74 

History — Reference 117 

General  reading 13 

Physiology  and  hygiene  class 

General  reading 13 

Reading  class 
Review 

Dictionary — Foreign  quotations,  words,  and  phrases 43 

Dictionary — Phrases 35 

Fairy  stories,  fables,  folklore,  and  legends — Reference 97 

Fine  arts — Reference 103 

List  of  books  for  township  libraries 74 

Arbor  Day  Manual 73 

Literature — Reference 105 

Story  of  the  book 27 

General  reading 13 

Spelling  class 
Review 

Dictionary— Spelling— Suggestive  exercises  (continued) 29 

Dictionary — Specialized  meanings 34 

Eighth  Grade 
Civics  class 

Government — Reference 95 

The  daily  newspaper , 79 

General  reading 13 

Domestic  science  class 

Domestic  science — Reference 102 

General  reading 13 

History  class 

General  reading 13 

Reading  class 
Review 

Dictionary — Quotations 36 

Conduct  of  life  and  vocational  guidance — Reference 93 

Magazines g7 

Instruction  in  the  use  of  the  public  iibrary..!!....!.."!!"..".........."  124 

General  reading 13 

Visit  to  public  library  by  non-residents 13 


Lessons  on  Use  of  School  Library  19 

Spelling  class 

Review  Page 

Dictionary — Spelling — Suggestive  exercises  (continued) 29 

Dictionary — Analysis  of  words 44 

COURSE  BY  CLASSES 

Agriculture  Class 
Seventh  grade 

Useful  arts — Reference 100 

Farmers'  institute  bulletins 71 

Agricultural  bulletins,  circulars,  and  year  book 67-72 

Agricultural  journals 87;  103 

Agriculture — Reference 102 

General  reading 13 

Civics  Class 
Eighth  grade 

Government — Reference 95 

The  daily  newspaper 75 

General  reading 13 

Domestic  Science  Class 
Grade  8 

Domestic  science — Reference 102 

General  reading 13 

Geography  Class 
Grade  5 

Dictionary — Gazetteer 38 

Dictionary — Colored  plates 37 

Young  Folks'  Cyclopaedia  of  Common  Things 56 

Young  Folks'  Cyclopaedia  of  Natural  History 58 

General  reading 13 

Grade  6 

Review 

Atlas : 64 

World  Almanac 66 

Training  in  the  use  of  filed  material 79 

Geography — Reference 110 

Science  and  nature — Reference 98 

General  reading 13 

Grade  7 
Review 

Industries  and  inventions — Reference 101 

General  reading 13 

Grammar  and  Language  Class 
Grade  6 

Dictionary — Principal  parts  of  verbs 42 

Grade  7 

Dictionary — Words  used  as  different  parts  of  speech 33 

Dictionary — ^Verbs  used  both  transitively  and  intransitively 33 

Dictionary — Comparison 43 

Dictionary — Declensions • 42 

Dictionary — Synonyms 34 

Dictionary — Restricted  and  questionable  usage 35 


20  Lessons  on  Use  of  School  Library 

History  Class 

Grade  7  Page 

Biography — Reference 112 

Wisconsin  Blue  Book 55 

Memorial  Day  Annual 74 

History — Reference 117 

General  reading 13 

Grade  8 

General  reading 13 

Physiology  and  Hygiene  Class 
Grade  6 

Useful  arts — Reference 100 

Health  and  sanitation — Reference 101 

General  reading 13 

Grade  7 

General  reading 13 

Reading  Class 
Grade  1 

How  to  handle  books 22 

Introduction  to  the  public  library 13 

Behavior  in  the  public  library 13 

Grade  2 

How  to  handle  books  (continued) 22 

General  reading 13 

Taking  out  borrowers'  cards  in  the  public  library 13 

Public  library  regulations,  such  as  renewals,  fines,  etc 

(^rade  3 

General  reading 13 

Grade  4 

Dictionary — Definitions 32 

General  reading...'. 13 

Grade  5 

Dictionary — Definitions  (continued) 32 

Physical  make-up  of  a  book 26 

Young  Folks'  Cyclopaedia  of  Persons  and  Places 57 

General  reading 13 

Grade  6 

Review 

Card  catalog 48 

Dictionary — Definitions  (continued) 32 

Dictionary — Biographical  dictionary 40 

Dictionary — Noted  names  in  fiction 41 

Printed  parts  of  a  book 23 

Young  Folks'  Cyclopaedia  of  Literature  and  Art 59 

General  encyclopedias 60 

Mythology — Reference 94 

General  reading 13 

Grade  7 
Review 

Dictionary — Foreign  quotations,  words,  and  phrases 43 

Dictionary — Phrases 35 


Lessons  on  Use  of  School  Library  21 

Page 

Fairy  stories,  fables,  folklore,  and  legends — Reference 97 

Fine  arts — Reference 103 

List  of  Books  for  Township  Libraries 74 

Arbor  Day  Manual 73 

Literature — Reference 105 

Story  of  the  book 27 

General  reading 13 

Grade  8 

Review 

Dictionary — Quotations 36 

Conduct  of  life  and  vocational  guidance — Reference 93 

Magazines 87 

Instruction  in  the  use  of  the  public  library 124 

General  reading 13 

Visit  to  public  library  by  non-residents 13 

Spelling  Class 
Grade  3 

Dictionary — Finding  given  words 28 

Grade  4 

Dictionary — Finding  given  words  (continued) 28 

Dictionary' — Pronunciation 31 

Dictionary' — Spelling — Suggestive  exercises 29 

Grade  5 

Dictionary — Pronunciation  (continued) 31 

Dictionary — Abbreviations  used  in  the  dictionary 36 

Dictionary — Abbreviations  and  contractions 37 

Dictionary — Spelling — Suggestive  exercises  (continued) 29 

Dictionary — Compound  words 30 

Dictionary — Syllabication 30 

Grade  6 

Review 

Dictionary — Spelling — Suggestive  exercises  (continued) 29 

Dictionary — Spelling  of  plurals 31 

Dictionary — Variant  spellings 30 

Dictionary — Given  names  of  persons 40 

Dictionary — Pictorial  illustrations 39 

Dictionary — Proper  names 39 

Dictionary — Contents  of  unabridged  dictionary 38 

Dictionary — Arbitrary  signs  used  in  writing  andjprinting 39 

Grade  7 
Review 

Dictionary — Spelling — Suggestive  exercises  (continued) 29 

Dictionary — Specialized  meanings 34 

Grade  8 

Review 

Dictionary — Spelling — Suggestive  exercises  (continued) 29 

Dictionary — Analysis  of  words 44 


22  Lessons  on  Use  of  School  Library 


LIBRARY   INSTRUCTION   IN   THE   HIGH   SCHOOL 

In  the  first  year  of  the  high  school  course,  the  students 
should  be  tested  to  see  how  much  of  the  instruction  herein 
outlined  ought  to  be  given.  Some  one  teacher  should  be 
delegated  to  make  the  test  and  to  give  the  instruction.  It 
is  suggested  that  the  library  lessons  be  given  in  the  English 
class,  since  the  work  of  this  class  is  more  closely  connected 
with  the  use  of  books  and  other  printed  matter  than  that  of 
other  classes. 

The  instruction  should  be  given  by  that  member  of  the 
high  school  faculty  best  qualified  for  the  work.  That  is 
undoubtedly  the  special  school  librarian  if  there  is  one,  other- 
wise the  teacher  who  acts  as  librarian. 

Credit  should  be  given  for  the  work  and  the  requirement 
made  that  a  passing  grade  must  be  earned  in  order  to  meet 
the  first  year  English  requirements. 

Additional  lessons  especially  intended  for  high  school 
students  will  appear  in  a  forthcoming  publication  of  the 
Department  of  Education.  In  the  mean  time,  if  the  lessons 
provided  for  in  these  pages  are  mastered,  with  such  additions 
and  modifications  as  can  be  provided  for  with  reasonable 
effort  by  the  competent  teacher,  a  decided  improvement  in 
the  ability  on  the  part  of  high  school  students  to  find  needed 
information  and  in  the  development  of  an  intelligent  taste 
for  good  general  reading  will,  it  is  confidently  believed, 
result. 

In  the  various  high  school  classes  the  teachers  should 
give  opportunity,  for  practical  application  of  the  library 
lessons  and  require  that  such  application  be  made  by  the 
students.  For  this  reason,  teachers  should  acquaint  them- 
selves with  the  library  instruction  given,  especially  with 
those  features  thereof  directly  connected  with  the  subjects 
which  they  teach. 

HOW  TO  HANDLE  BOOKS 

Object.     To  teach  children  to  handle  books  in  such  a  way  as  to  pre- 
vent soiling  and  unnecessary  wear  and  tear. 
Grades.     1-2;  later  grades  if  necessary. 


Lessons  on  Use  of  School  Library  23 

Class.     Reading  or  general  exercises. 

Materials.  A  set  of  new  books;  books  showing  unnecessary  wear  and 
tear,  for  example,  "dogs'  ears." 

How  to  open  a  new  book.  Practice  opening  new  books 
as  follows:  Lay  the  book  on  a  table  or  desk;  grasp  the  body 
(leaves)  with  one  hand  and  press  the  cover  gently  down  with 
the  other  hand;  now  press  a  few  leaves  down  first  in  the  front 
and  then  in  the  back  until  all  are  pressed  down;  do  this 
several  times  in  succession.  Hurriedly  opening  a  new  book 
is  likely  to  "break  its  back." 

How  to  mark  the  place.  Ask  the  pupils  how  they  think 
the  place  ought  to  be  marked  in  order  not  to  injure  or  soil 
the  book;  also  have  them  tell  of  ways  which  they  have  ob- 
served that  should  not  be  used.  The  summing  up  should  be: 
the  place  may  be  marked  with  a  thin  cord  or  thin  strip  of 
paper  or  cloth;  the  place  should  not  be  marked  by  laying  the 
book  face  downward,  by  turning  down  a  corner  of  the  leaf, 
inserting  a  lead-pencil,  ruler,  or  other  similar  object. 

Cleanliness.  Have  the  pupils  mention  various  ways  in 
which  books  are  soiled,  as  observed  by  themselves.  The 
summary,  worked  out  by  the  pupils  and  teacher  should  in- 
clude: the  fmger  tips  should  not  be  moistened  to  turn  the 
pages;  the  hands  should  be  clean  and  dry  when  handling  a 
book;  books  should  not  be  placed  on  the  ground  or  floor  or 
on  a  table  with  food  on  it,  or  on  anything  that  is  dusty  or 
which  for  other  reasons  is  likely  to  soil  them. 

Miscellaneous.  Have  the  pupils  mention  such  other 
matters  as  they  have  observed  with  regard  to  the  care  of 
books.  Additional  points  are:  books  should  not  be  forced 
into  an  over-crowded  shelf,  as  this  is  likely  to  loosen  the  sew- 
ing and  impair  the  hinges  (This  practice  is  the  cause  of  much 
injury  to  library  books.);  books  should  be  placed  on  the 
shelves  so  as  to  stand  vertically  (It  is  usually  necessary  to 
provide  bookrests  for  this  purpose.) ;  books  should  be  covered 
when  necessary  to  prevent  exposure  to  rain  or  snow;  books 
should  not  be  made  the  receptacle  of  all  sorts  of  odds  and 
ends,  such  as  pencils,  scissors,  etc. 

PRINTED  PARTS  OF  A  BOOK 

Object.  To  teach  the  printed  parts  of  a  book,  in  order  that  the  pupils 
may  more  quickly  grasp  what  a  particular  book  contains,  more  readily 
fmd  what  is  wanted,  better  judge  of  the  value  of  a  book  for  a  particular 
purpose,  and  use  it  to  better  advantage. 

Grades.     6-7. 

Class.     Reading  or  general  exercises. 

Materials.  Have  in  the  pupils'  hands  copies  of  their  reader,  arith- 
metic, geography,  or  other  book  of  which  there  are  enough  copies  to  go 
around.    Then  take  up  with  them  the  various  printed  parts  in  the  order 


24  Lessons  on  Use  of  School  Library 

in  which  they  come  in  the  book  at  hand.  For  parts  not  included  other 
books  should  be  used.  A  book  should  be  selected  which  has  most  of  the 
features  to  be  studied  (table  of  contents,  index,  etc.). 

Title  Page 

With  the  title  page  before  them,  ask  the  pupils  to  tell 
what  information  it  gives^about  the  book  (title,  author — or 
compiler  or  editor — publisher,  place  where  published  and 
when) ;  in  addition,  there  may  be  the  name  of  the  edition  or 
series  and  other  information.  If  they  do  not  know  what  the 
page  is  called,  tell  them. 

Copyright  Date 

Turn'^to'^the  next  page.     They  see  perhaps  "Copyright, 

1904,  by Company."    Explain  what  this  means. 

Tell,  or  have  them  fmd  out,  for  how  long  a  book  may  be  copy- 
righted (28  years)  and  for  how  long  a  copyright  may  be  re- 
newed (28  years).  Now  ask  them  to  determine  when  the 
copyright  of  the  book  in  their  hands  will  expire,  if  the 
copyright  is  renewed. 

Preface 

Usually  the  preface  in  a  school  book  is  intended  for  the 
teacher.  Hence  it  may  be  best  that  the  teacher  read  such 
portions  of  it  as  the  pupils  will  understand  and  thus  get  them 
to  see  what  the  objects  of  a  preface  usually  are.  If  necessary, 
select  prefaces  in  other  books  to  illustrate  their  use,  such  as 
indicating  the  plan  and  scope  of  the  book,  the  use  for  which 
it  is  intended,  the  circumstances  which  led  to  its  being 
written,  etc. 

Table   of  Contents 

With  the  table  of  contents  before  them,  ask  the  pupils  to 
state  its  use;  then  have  them  fmd  certain  parts  of  the  book 
which  are  referred  to  in  the  table.  Have  them  notice  the 
order  of  arrangement  (whether  alphabetical  or  by  pages). 

Body   of  Book 

Is  the  paging  of  the  introductory  part  and  of  the  appendix, 
if  there  is  one,  continuous  with  that  of  the  body  of  the 
book  or  independent  of  it?  What  is  printed  at  the  top 
of  the  pages?     How  are  the  illustrations  distributed? 

Have  them  note  into  what  the  body  of  the  book  is  sub- 
divided (chapters  and  these  again  into  paragraphs).  Discuss 
the  use  of  such  subdivisions.  One  is  to  enable  the  reader  to 
select  parts  of  a  book  for  reading;  another  to  enable  him  to 
more  readily  grasp  the  author's  thought. 


Lessons  on  Use  of  School  Library  25 

Index 

With  the  index  before  them,  the  pupils  answer  such  ques- 
tions as:  What  is  the  use  of  an  index?  How  are  the  entries 
arranged?  (alphabetically)     Compare  with  table  of  contents 

in  this  respect.     Find  a  reference  in  the  index  to 

Where  does  the  part  referred  to  begin  and  where  end?  Can 
you  learn  this  from  the  index,  or  does  it  give  only  the  page 
where  the  reference  begins?     (Give  several  such  questions.) 

Give  exercises  for  developing  skill  in  the  use  of  indexes, 
especially  to  the  end  that  when  the  pupils  do  not  fmd  what 
they  want  under  one  heading  they  wdll  look  under  others. 
Ask  them,  for  instance,  if  they  were  looking  in  a  book  on  hy- 
giene for  information  on  the  effects  of  smoking,  what  differ- 
ent entries  in  the  index  might  be  tried,  such  as  "Cigarettes," 
"Cigars,"  "Tobacco;"  if  on  dyspepsia,  then  such  entries  as 
"Stomach,"  "Digestion,"  "Indigestion."  The  examples  used 
should  be  taken  from  books  in  the  school  library. 

Appendix 

Find  a  library  book  with  an  appendix  and  ask  the  chil- 
dren to  note  where  it  is  located  and  what  it  contains;  do  the 
same  with  several  other  books;  then  ask  them  to  state  what 
their  idea  of  an  appendix  is.  Ask  them  now  to  see  if  there  is 
an  appendix  in  the  large  dictionary,  and  if  so  where  it  be- 
gins; similarly  with  other  books.  It  must  be  borne  in  mind 
that  an  appendix  does  not  always  have  the  word  "Appendix" 
as  a  heading.  The  conception  the  pupils  should  get  is  that 
an  appendix  is  something  added  to  the  main  part  of  the  book 
and  is  made  up  of  such  things  as  tables,  glossaries,  notes,  etc. 

Miscellaneous  Parts 

Illustrations.  By  means  of  examples  in  the  library 
books  or  textbooks,  teach  the  following:  frontispiece  (a  pic- 
ture on  the  page  facing  the  title  page) ;  full  page  illustrations; 
insert  (a  leaf  inserted  for  purposes  of  illustration  and  usually 
not  paged — the  colored  plates  in  the  Arbor  Day  Manual  are 
good  examples);  half-tones  (illustrations  from  photographs 
made  on  copper;  illustrations  which  resemble  photographs 
are  usually  half-tones.);  etchings  (the  illustrations  made  by 
means  of  metal  plates  (usually  zinc)  which  have  been  acted 
upon  by  an  acid;  most  illustrations  which  are  not  half-tones 
are  zinc  etchings). 

Introduction.  Have  the  pupils  look  at  an  "introduc- 
tion" in  a  book  which  also  has  a  preface.  Often  the  intro- 
duction is  written  by  some  other  person  than  the  author. 

Glossary.  If  possible,  illustrate  what  this  is  by  means  of 
a  book  which  the  child  can  use. 


26  Lessons  on  Use  of  School  Library 

Dedication.  Any  book  containing  a  dedication  (usually 
on  the  page  facing  the  copyright  page)  will  answer  as  an 
illustration. 

Printing  on,  cover.  Have  the  pupils  look  at  the  backs  of 
library  books  and  tell  what  items  are  usually  included;  same 
for  the  sides. 

Notes.  These  may  be  either  footnotes  or  notes  in  an 
appendix.     Show  the  pupils  examples  of  both  kinds. 

Review  Exercise 

Have  the  pupils  look  at  several  books  and  tell  about  their 
printed  parts  under  the  various  heads  discussed. 


PHYSICAL  MAKE-UP  OF  A  BOOK 

Object.  To  give  pupils  some  idea  of  the  structure  of  a  book  to  the 
end  that  they  may  know  better  how  to  handle  them  properly  and  in  order 
to  increase  their  respect  for  books. 

Grades.     5-6. 

Class.     Reading. 

Materials.  There  should  be  at  hand  one  or  more  library  books  in 
condition  to  be  discarded,  or  some  out-of-date  public  documents,  such 
as  old  Blue  Books;  these  are  to  be  taken  apart  to  illustrate  some  of  the 
points  taught. 

Sections  and  back.  Remove  the  cover.  Show  that  the 
book  is  made  up  of  sections  (each  usually  of  sixteen  pages) ; 
that  the  sections  are  sewed  together;  that  then  muslin  or 
cloth  something  like  cheese  cloth  is  glued  onto  the  back 
(the  super). 

Hinges.  Use  another  book  if  necessary  to  show  how  the 
cover  is  attached  to  the  body  of  the  book,  namely,  by  gluing 
to  the  two  sides  the  projecting  edges  of  the  strip  of  cloth 
(super)  and  sometimes,  in  addition,  by  gluing  to  the  sides 
strings  or  tapes  running  across  the  back  to  which  the  sec- 
tions have  been  sewed.  This  forms  the  two  hinges  where 
the  cover  is  attached  to  the  book. 

End  papers  and  fly  leaves.  The  blank  leaves  at  the  be- 
ginning and  end  of  the  book  are  known  as  fly  leaves. 

Show  how  the  parts  glued  onto  the  sides  are  covered  with 
paper  which  is  pasted  over  the  entire  inner  side  of  each  half 
of  the  cover.    These  are  known  as  end  papers. 

For  a  short  account  of  how  a  book  is  made,  see  Township  Library  List 
of  1910-11,  page  283. 

Coyer.  Remove  some  of  the  inner  and  outer  lining  of 
the  sides  of  the  cover  to  show  that  it  is  made  up  of  stiff 
board  covered  on  the  outside  with  cloth  (or  whatever  it  may 
be)  on  the  outside  and  by  paper  (end  paper)  on  the  inside. 


Lessons  on  Use  of  School  Library  27 

The  binding  takes  its  name  from  the  kind  of  material  cover- 
ing this  board  on  the  outside.  If,  however,  the  cardboard  is 
covered  witfi  paper,  the  binding  is  said  to  be  in  boards. 

Bindings.  An  account  of  different  kinds  of  bindings  will 
be  found  in  the  pamphlet  entitled  "Rebinding  of  School 
Library  Books"  sent  by  the  State  Superintendent  of  Educa- 
tion to  all  schools.  By  looking  this  over  carefully,  the  teacher 
will  be  able  to  give  the  children  some  idea  of  the  kinds  of 
bindings  represented  in  the  school  library.  Most  of  the  bind- 
ings are  full  cloth;  a  number  are  bound  in  boards  (sides 
covered  with  paper);  Champlin's  cyclopaedias  are  bound  in 
buckram;  Webster's  International  Dictionary  is  bound  in 
sheepskin.  Books  which  have  been  rebound  should  be  ex- 
amined by  the  pupils  and  they  should  learn  what  kinds  of 
bindings  are  represented. 

Bookplate.  The  pupils  should  learn  that  the  label  pasted 
onto  the  inside  of  the  front  cover  to  show  the  ownership  of 
the  book  is  called  a  bookplate. 

Sizes  of  books.  Select  from  the  library  books  of  various 
sizes,  including  the  large  dictionary,  and  have  the  pupils  de- 
termine from  the  following  table  to  what  class  as  to  size 
each  belongs. 

Over  12  inches  high folio 

10  to  12  inches quarto 

8  to  10  inches octavo 

7  to  8  inches duodecimo 

6  to  7  inches sixteenmo 

5  to  6  inches twenty-fourmo 

4  to  5  inches thirty-twomo 

STORY  OF  THE  BOOK 

Grade     7. 

Class.     Reading. 

It  will  be  interesting  and  profitable,  if  time  permits,  to 
give  some  idea  of  the  more  conspicuous  steps  in  the  develop- 
ment of  the  art  of  book  making.  Cyclopedia  articles,  under 
the  heading  "Book,"  will  supply  the  necessary  information. 
Champhn's  "Cyclopaedia  of  Common  Things"  provides  a 
readable  article  on  the  subject.  Either  the  teacher  should 
give  a  talk  to  the  class  based  on  such  an  article  or  some  pupil 
or  pupils  may  be  assigned  to  read  up  and  make  a  report  on 
the  subject. 

THE    DICTIONARY 

Object.  To  teach  the  use  of  the  dictionary  for  the  many  purposes 
which  it  serves. 

Grades.  The  grades  are,  as  a  rule,  indicated  for  each  topic.  In  general, 
the  lessons  reach  from  grades  3  to  10  inclusive,  mostly,  from  6  to  8.    Before 


28  Lessons  on  Use  of  School  Library 

grade  six  the  dictionary  work  should  be  largely  with  the  abridged  editions 
and  should  aim  in  part  to  prepare  the  pupil  to  use  the  unabridged  edition. 

Classes.  The  classes  in  which  the  instruction  should  be  given  are  in- 
dicated for  the  various  topics. 

Material.  Webster's  New  International  Dictionary  (G.  &  C.  Merriam 
Co.,  Springfield,  Mass.)  or  the  New  Standard  Dictionary  (Funk  &  Wag- 
nails  Co.,  N.  Y.).  If  an  earlier  edition  of  the  New  International  Dic- 
tionary, in  good  condition,  is  already  at  hand,  it  will  answer  the  purpose. 
For  the  inductory  lessons  in  the  middle  grades,  there  should  be  one  or 
more  copies  of  such  a  dictionary  as  Webster's  Secondary  School  Dic- 
tionary (American  Book  Co.,  Chicago)  or  the  High  School  Standard 
Dictionary  (Funk  &  Wagnalls  Co.,  N.  Y.).  Discounts  from  list  prices 
are  granted  to  schools. 

FINDING  GIVEN  WORDS 

Object.     To  give  training  in  quickly  fmding  words  in  the  dictionary 
and  other  alphabetically  arranged  material. 
Grades.     3-5,  or  higher  grades,  if  necessary. 
Class.     Spelling  or  reading. 

Have  pupils  arrange  alphabetically  lists  of  words;  for  in- 
stance, those  in  the  spelling  lessons.  Arrange  words  alpha- 
betically on  the  blackboard  and  give  out  other  words  to  be 
interlined.  Arrange  words  alphabetically  in  columns  and 
cover  all  but  the  uppermost  or  lowermost  words.  Then  have 
the  pupils  tell  in  which  column  they  would  look  for  a  certain 
word. 

Other  exercises  in  alphabetical  arrangement  will  suggest 
themselves  to  the  teacher  who  takes  time  to  plan  such  work. 
Care  should  be  used  in  grading  the  difTiculty  of  the  exercises 
given.  This  preliminary  work  may  be  done  in  the  third 
grade  and  the  work  with  the  dictionary  in  the  fourth  and 
fifth  grades. 

When  the  pupils  can  readily  do  such  work  as  is  suggested 
above,  give  them  exercises  in  fmding  given  words  in  indexes 
and  in  the  dictionary.  The  use  of  the  guide  words  at  the  tops 
of  the  pages  and  of  the  thumb  index  should  be  taught.  Give 
exercises  in  quickly  fmding  the  pages  on  which  certain  words 
should  be  looked  for.  Use  emulation  as  a  stimulus  to  de- 
veloping rapidity  in  fmding  words.  Exercises  in  fmding 
headings  in  encyclopedias  and  in  the  card  catalog  may  next 
be  given. 

Division    of   Page    in    the    New    International    Dictionary 

Grade.     6. 

Class.     Spelling. 

In  schools  using  the  New  International  Dictionary,  a  lesson  on  the  divi- 
sion of  the  page  should  be  given.  An  explanation  of  this  division  will  be 
found  on  page  VI  of  the  preface  to  the  dictionary.    As  there  stated,  the 


Lessons  on  Use  of  School  Library  29 

lower  section  contains  the  less  common  and  less-looked-for  words,  the 
foreign  words  and  phrases,  and  abbreviations.  Ask  the  pupils  to  find 
the  following  entries  in  the  dictionary,  to  report  in  which  section  they  are 
printed,  what  each  means,  and  to  state  why  each  of  those  found  in  the 
lower  section  was  placed  there.  Two  of  the  words  in  the  exercise  will  be 
found  in  both  upper  and  lower  sections.  Require  that  the  pupils  discover 
which  these  are  and  try  to  tell  why  they  are  in  both  sections.  This  will 
bring  out  that  an  obsolete  or  rare  use  of  a  word  is  sometimes  given  in  the 
lower  section,  while  the  present  and  usual  meaning  is  given  in  the  upper 
section. 

1.  atrium;  2.  junk  dealer;  3.  junk;  4.  cordite;  5.  mountain  ash;  6. 
roundwood;  7.  prairie  wagon;  8.  prairie  schooner;  9.  Jacob;  10.  M.  C; 
11.  a.m.;  12.  Mrs.;  13.  mad;  14.  orderer;  15.  et  al.;  16.  pro  bono  pubUco; 
17.  organ;  18.  cricket;  19.  Greenlandsman;  20.  Q.  E.  D.;  21.  mens  sana 
in  corpore  sano. 


SPELLING 

Object.  The  principal  aim  of  the  dictionary  work  so  far  as  spelling 
is  concerned  is  to  establish  the  habit  of  going  to  the-  dictionary  whenever 
one  has  occasion  to  write  a  word  and  is  not  certain  that  he  can  spell  it 
correctly.  This  habit  implies  what  may  be  termed  a  spelling  conscience, 
without  which  a  person  is  not  likely  to  become  a  good  practical  speller. 
If  pupils  in  the  upper  grades  have  been  properly  trained  in  this  respect, 
they  will  seldom  hand  in  written  work  containing  mispelled  words. 

Grades.  The  more  elementary  part  may  be  begun  in  the  fourth  grade; 
the  training  should  continue  through  the  grades,  if  necessary  to  attain  the 
object  in  view. 

Class.  Spelling  class  mainly,  but  at  times  in  other  classes,  as  suggested 
below. 

Suggestive  Exercises 

Grades.     4-8. 

Dictate  a  list  of  words  and  require  that  each  pupil  with  the 
aid  of  the  dictionary  bring  the  hst  to  class  the  next  day  with 
every  word  correctly  spelled.  The  pupils  should  be  told  to 
look  up  only  those  words  with  regard  to  whose  spelling  they 
are  in  doubt.  When  the  list  has  been  0  Kd,  it  may  be  as- 
signed as  an  ordinary  spelling  lesson.  Such  lists  can  readily 
be  made  up  by  selecting  words  here  and  there  in  the  speUing 
book,  reader,  geography,  or  other  school  book. 

Dictate  a  short  selection  of  prose  or  poetry  and  require 
that  for  the  next  lesson  the  exercise  be  handed  in  with  every 
word  correctly  spelled,  the  dictionary  having  been  used  in 
all  cases  of  doubt  as  to  spelling. 

Occasionally  hand  back  written  work,  such  as  composi- 
tions and  examination  papers,  and  say  there  are  so  and  so 
many  misspelled  words  and  that  the  pupil  is  to  find  them  and 
with  the  aid  of  the  dictionary  make  the  proper  corrections. 


30  Lessons  on  Use  of  School  Library 

Compound   Words 

Grade.     5. 

It  is  frequently  necessary  to  refer  to  the  dictionary  to 
learn  whether  a  certain  combination  of  words  is  written  as 
one  word  without  the  hyphen,  as  one  word  with  the  hyphen, 
or  as  separate  words.  In  the  following  Ust  the  words  are 
written  separately  for  each  combination  and  the  pupils  are 
to  fmd  out  from  the  dictionary  the  correct  spelling.  Assign 
the  words  as  one  or  more  written  spelling  lessons.  To  awaken 
interest  and  explain  the  exercise,  ask  the  pupils  to  st^te  how 
they  would  write  some  of  the  combinations;  then  verify  by 
reference  to  the  dictionary  while  in  class. 

Book  keeping;  school  room;  school  house;  ink  bottle;  door  keeper; 
house  keeper;  water  fall;  black  smith;  street  car;  steam  ship;  steam 
engine;  church  steeple;  church  man;  store  keeper;  lead  pencil;  pen  holder; 
railroad  track;  jumping  jack;  saw  horse;  type  writer;  play  ground;  every 
one;  every  body;  court  house;  dog  cart;  horse  power;  brick  yard;  dining 
room;  story  teller;  back  bone;  hair  brush;  hat  box;  collar  button. 

Syllabication 
Grades.     5-6 

The  pupil  learns  in  the  language  class  that,  in  wTiting,  he 
is  not  to  divide  a  syllable  when  part  of  a  word  comes  at  the 
end  of  a  line  and  the  rest  at  the  beginning  of  the  next  line. 
The  correct  division  of  words  into  syllables,  therefor,  is  at 
times  properly  a  dictionary  reference  question. 

The  pupils  are  to  divide  into  syllables  the  following  words 
and  verify  and  correct  each  other's  work  by  reference  to  the 
dictionary. 

imagine;  customary;  water;  parent;  children;  minute;  liquor;  militia; 
cooly;  chariot;  rebel;  evening;  rectangle;  menagerie;  wringer;  guitar; 
separate;  resistance;  censor;  chooser;  righteous;  dutiful;  assistant;  pestil- 
ence; trivial. 

Variant   Spellings 

Grade.     6. 

Have  the  pupils  go  to  the  dictionary  and  decide  to  which 
of  the  spellings  given  for  the  words  listed  below  the  dictionary 
gives  the  preference.  They  should  be  told  that  when  two 
spellings  are  given  together,  the  first  one  has  the  preference, 
and  that  in  case  each  of  the  words  occurs  in  its  alphabetic 
place,  then  the  preference  is  given  to  the  one  under  which 
the  definition  is  found.  Attention  should  be  called  to 
the  fact  that  preference  should  usually  be  given  to  that  spell- 
ing which  more  nearly  corresponds  to  the  correct  pronuncia- 
tion of  the  word. 


Lessons  on  Use  of  School  Library  31 

ay,  aye;  gray,  grey;  catalogue,  catalog;  centre,  center;  bazar,  bazaar; 
dulness,  dullness;  gypsy,  gipsy;  haematite,  hematite;  paralyse,  paralyze; 
plow,  plough;  traveller,  traveler;  purr,  pur;  anaemia,  anemia;  crawfish, 
crayfish;  naught,  nought;  manoeuvre,  maneuver;  practice,  practise  (verb); 
gaily,  gayly. 

Spelling  of  Plurals 
Grade.     6. 

Pupils  should  know  that  irregular  plurals  are  indicated 
in  the  dictionary  and  that  in  case  the  plural  is  not  given, 
it  is  formed  by  adding  s. 

Look  up  the  plurals  of  the  following  words: 

quail;  radius;  proboscis;  sanatorium;  axis;  phenomenon;  alumnus; 
mulatto;  money;  madam;  curriculum;  monsieur;  father-in-law;  chamois; 
cannon;  phalanx;  aphis;  deer;  larva. 

PRONUNCIATION 

Object.  To  give  the  training  necessary  to  learn  how  to  pronounce 
words  by  reference  to  the  dictionary. 

Grades.  4-6;  higher  grades  if  the  pupils  have  not  the  ability  to  use 
the  dictionary  readily  for  purposes  of  pronunciation.  The  first  lessons 
should  be  on  the  use  of  the  abridged  dictionary  for  this  purpose. 

Class.     Spelling  or  reading. 

Key  words.  Write  the  key  words  on  the  blackboard,  or, 
better  still,  print  them  in  large  type  on  a  sheet  of  cardboard 
or  stiff  paper.  Drill  on  a  few  each  day  until  all  are  mastered. 
First  the  pupils  should  pronounce  the  key  word  and  then 
give  the  sound  which  the  marked  letter  represents.  When 
a  number  have  been  learned  in  this  way,  the  pupils  should 
give  the  sound  only  as  the  teacher  points  to  the  word.  Persist 
until  the  right  response  comes  from  the  pupils  without  hesita- 
tion. Now  write  some  words  on  the  blackboard  marked  as 
in  the  dictionary;  point  to  certain  letters  and  have  the  pupils 
with  the  help  of  the  key  words  give  the  sounds  correctly. 

Accentuation.  A  person  has  not  the  ability  to  learn  the 
correct  pronunciation  of  words  in  the  dictionary  until  he 
can  at  will  accent  any  indicated  syllable.  Considerable 
drill  will  be  necessary  in  the  case  of  many  pupils  in  order  to 
develop  this  ability.  Place  before  the  class  a  Ust  of  words 
such  as  the  one  given  below.  First  mark  a  word  with  the 
correct  accent  and  have  it  pronounced;  then  erase  this  ac- 
cent mark  and  place  it  successively  on  each  of  the  other 
syllables,  asking  for  the  indicated  pronunciation  in  each 
case;  end  by  marking  the  word  correctly  and  having  it  thus 
pronounced.  Give  special  drill  to  those  who  experience  most 
difficulty  in  learning  to  give  the  accent  as  marked.  Make 
new  Hsts  of  words  for  succeeding  drills.'-^Employ  the  spirit 


32  Lessons  on  Use  of  School  Library 

of  emulation  by  means  of  the  usual  expedients,  such  as  giv- 
ing each  pupil  a  column  of  words  to  pronounce  and  noting 
in  what  time  he  can  complete  the  pronunciation  as  per  the 
method  above  suggested. 

expert,  exterminate,  address,  municipal,  communication,  invalid, 
tendency,  discontent,  telegram,  utmost,  humdrum,  instinct,  precedent, 
vocabulary,  opponent,  tenant,  terrific,  righteousness,  prefix,  contrast. 

Drill  should  also  be  given  on  words  having  both  a  primary 
and  secondary  accent.  The  class  should  be  asked  to  copy 
the  words  and  to  copy  the  accentuation  from  the  dictionary, 
and  then  with  their  list  before  them  to  be  able  to  pronounce 
the  words  as  marked.    The  following  Ust  is  suggested: 

electioneer,  abbreviation,  corporation,  transmarine,  circumnavigate, 
aborigines,  representative,  resignation,  centenarian,  autobiography, 
elocutionist,  hydrophobia. 

Practical  application.  In  assigning  lessons,  especially  in 
spelling  and  reading,  the  pupils  should  be  required  to  look  up 
the  pronunciation  of  only  a  few  of  those  which  they  are  unable 
to  pronounce  correctly;  the  rest  of  such  words  may  be  at- 
tended to  in  class,  by  indicating  the  pronunciation  on  the 
blackboard  as  it  is  indicated  in  the  dictionary. 

The  work  in  pronunciation  above  outlined  has  not  been 
well  done  if  any  of  the  pupils  have  difficulty  in  learning  by 
means  of  the  dictionary  how  to  pronounce  any  word.  In 
such  case  further  drill  should  be  given. 


DEFINITIONS 

Object.  To  give  the  training  necessary  to  learn  from  the  dictionary 
the  meaning  of  words  as  used  in  what  one  reads  or  hears  spoken  and  to 
use  the  dictionary  as  an  aid  to  the  expression  of  thought. 

Grades,  4-8.  In  each  grade  such  instruction  should  be  given  as  the 
pupils  are  prepared  to  receive. 

Classes.     Reading,  spelling,  language,  and  grammar. 

The  work  may  begin  in  the  middle  form,  say  the  fourth 
grade.  An  elementary  dictionary  should  be  used  for  the 
purpose.  A  reading  lesson  or  some  other  lesson  may  be 
selected  which  contains  some  words  of  which  the  children 
do  not  know  the  meaning.  A  selection  is  read  for  the  first 
time  in  class  and  the  teacher  asks  for  the  meaning  of  a  certain 
word.  The  pupils  are  asked  to  look  it  up  then  and  there  and 
to  reread  the  sentence  without  using  that  particular  word, 
but  instead  a  modified  definition  of  it.  Exercises  of  this 
kind  should  be  continued  until  pupils  can  with  facility  look 
up  similar  words,  assigned  beforehand,  in  reading  and  other 
lessons.  Words  for  which  only  one  or  two  definitions  are 
given  should  preferably  be  chosen  for  this  purpose. 


Lessons  on  Use  of  School  Library  33 

Class  exercises  should  be  followed  by  carefully  selected 
seat  work  with  the  reading  or  other  lessons.  The  spirit  of 
emulation  may  be  awakened  by  seeing  how  quickly  the 
defmitions  applicable  can  be  found,  the  number,  as  given  in 
the  dictionary,  of  each  defmition  selected  being  written  down 
and  the  list  handed  to  the  teacher  as  soon  as  it  is  completed. 

Only  those  words  should  be  chosen  for  this  exercise  whose 
meaning  the  children  cannot  determine  from  the  context. 

Verbs   Used  Both   Transitively   and   Intransitively 

Grades.     7-8. 

Class.     Grammar. 

Even  before  learning  the  distinction  between  transitive 
and  intransitive  verbs,  pupils  should  be  trained  to  look  at 
the  defmitions  under  both  for  any  particular  verb  in  order 
to  fmd  the  right  defmition. 

When  the  distinction  between  the  transitive  and  intransi- 
tive use  of  a  verb  has  been  learned  in  the  grammar  class, 
training  should  be  given  in  that  class  in  deciding  whether  a 
verb  as  used  is  transitive  or  intransitive,  before  referring  to 
the   dictionary  for  the   defmition. 

Also  in  connection  with  the  grammar  lessons  on  verbs,  a 
list  of  verbs  may  be  presented  and,  after  discussing  in  regard 
to  each  whether  it  is  transitive  or  intransitive  or  both,  ques- 
tions arising  should  be  answered  by  reference  to  the  dic- 
tionary. For  such  an  exercise  the  following  list  of  verbs  may 
be  used: 

distrust;  sustain;  excite;  dwell;  run;  lie;  legalize;  fray;  insist;  intercede; 
supersede;  control;  delve;  dive;    befall. 

Words  Used  as  Different  Parts  of  Speech 

Grades.     7-8. 
Class.     Grammar. 

Before  pupils  know  enough  grammar  to  make  use  of  the 
indicated  parts  of  speech  in  the  dictionary,  they  should  be 
trained  to  look  at  the  defmitions  given  under  the  different 
parts  of  speech  until  they  fmd  the  applicable  defmition. 

When  the  parts  of  speech  have  been  studied,  training 
should  be  given  in  using  the  dictionary  to  deterrnine  to 
what  parts  of  speech  certain  words  belong  as  determined  by 
their  use.  Discussion  should  precede  reference  to  the  dic- 
tionary and  then  at  the  next  recitation  comparisons  should 
be  made  between  the  conclusions  reached  in  class  and  the 
information  gleaned  from  the  dictionary  in  the  meantime. 
Such  a  list  as  the  following  is  suggested: 

rebel:  canvass;  fine;  iron;  rival;  sober;  ahoy;  contract;  French;  executive; 
separate;  combine;  shell;  resolve. 


34  Lessons  on  Use  of  School  Library 

For  some  time  after  this  exercise  the  pupils  should  be  re- 
quired to  tell,  with  the  help  of  the  dictionary,  to  what  parts 
of  speech  words  looked  up  belong  as  determined  by  their  use 
in  the  given  cases.  The  pupil  will  report  for  instance  that 
in  the  sentence,  "The  brave  men  who  struggled  here  have 
consecrated  it  far  beyond  our  poor  power  to  add  or  de- 
tract," "consecrated"  has  the  meaning  expressed  by  the 
first  definition  under  "consecrate,  v.  t."  and  "detract"  the 
meaning  in  the  definition  of  "detract,  v.  i."  (Reference  is 
to  Webster's  New  International  Dictionary.) 

Synonyms 
Grades.     7-8. 
Class.     Grammar. 

When  synonyms  are  being  studied  in  the  language  class, 
the  occasion  should  be  utiUzed  to  teach  the  use  of  the  dic- 
tionary in  learning  the  distinctions  between  words  among 
which  choice  is  to  be  made  in  writing  and  speaking. 

From  the  following  fist  selection  may  be  made  of  those 
which  the  pupils  are  to  look  up  and  give  the  differences  in 
meaning  and  illustrative  sentences. 

brute,  beast;  awkward,  clumsy;  character,  reputation;  civil,  polite; 
aged,  old;  exist,  live;  fair,  candid;  farmer,  agriculturist;  hate,  detest; 
neighborhood,  vicinity;  pity,  sympathy,  compassion. 

Find  in  the  dictionary  synonyms  of  the  following  words; 
distinguish  between  them,  and  illustrate  with  sentences: 

advantage;  body:  brave;  color;  deny;  desperate;  countenance;  disap- 
pear; empty;  noble;  grand;  discover;  announce. 

Specialized   Meanings 

Grades.     7-8. 

Class.     Spelling  or  reading. 

Many  words  of  more  or  less  general  use  have  been  ap- 
propriated by  certain  sciences,  arts,  industries,  or  other  sub- 
jects and  activities,  and  in  these  have  specialized  meanings. 
For  example,  the  word  plow,  in  the  art  of  bookbinding, 
means  an  instrument  for  trimming  the  edges  of  books.  The 
specialized  meaning,  as  given  in  the  dictionary,  is  preceded 
by  the  name  of  the  subject  or  activity  in  question,  usually 
in  italics.  The  following  exercise  in  the  use  of  the  dictionary 
is  suggested  to  teach  this  point. 

1.  What  does  the  noun  floor  mean  in  shipbuilding?  2.  The  noun  table 
in  glass-making?  3.  The  noun  bear  in  finance  (or  the  stock  exchange)? 
4.  The  verb  run  in  golf?  5.  The  noun  chair  in  railroading?  6.  The  noun 
dog  in  astronomy?  7.  Give  one  specialized  meaning  of  the  adjective  open. 
8.  Mouse.  9.  Give  three  specialized  meanings  of  the  noun  key.  10.  What 
does  the  verb  creep  mean  in  machinery?  11.  The  noun  brilliant  in  print- 
ing? 


Lessons  on  Use  of  Schooi.  Library  35 

Phrases 

Grades.     7-8. 
Class.     Reading. 

Such  phrases  as,  to  kick  over  the  traces,  to  talk  against 
time,  etc.,  are  defined,  especially  in  the  later  unabridged  dic- 
tionaries; they  will  be  found  under  the  first  significant  word, 
as  a  rule.  Ask  the  pupils  to  find  the  definitions  of  each  of 
the  following  phrases: 

1.  to  go  a-begging;  2  to  strike  a  lead;  3.  to  strike  up;  t.  to  jump  one's 
bail;  5,  to  whistle  off;  6.  above  water;  7.  to  catch  one's  eye;  8.  to  eat 
one's  words;  9.    to  work  one's  passage;  10.  to  set  at  naught. 

Another  kind  of  phrases  consists  of  those  which  resemble 
compound  words;  these  are  to  be  looked  for  usually  in  a 
tabulation  under  the  first  word  of  the  phrase,  but  some  of 
them  are  given  place  in  the  vocabulary  as  if  they  were  single 
words.  One  dictionary  may  give  as  a  phrase  (separate  words) 
what  another  gives  as  a  compound  word.  The  following 
list  is  suggested  for  an  exercise  in  finding  definitions  of 
phrases  of  this  kind. 

1.  Free  trade;  2.  free  gymnastics;  3.  direct  tax;  4.  bell  cage;  5.  King 
Cotton;  6.  mason  wasp;  7.  naked  eye;  8.  plate  glass;  9.  round  robin; 
10.  storm  center. 

Restricted  and  Questionable  Usage 

Grades.     7-8. 

Class.     Grammar,  reading,  or  spelling. 

Many  words  and  definitions  are  characterized  in  the  dic- 
tionary as  colloquial,  dialect,  slang,  vulgar,  low,  rare, 
archaic,  obsolete,  provincial,  or  in  some  other  way  to  in- 
dicate that  their  use  is  restricted  or  questionable.  The 
pupils  should  learn  what  these  terms  mean  and  by  what 
abbreviations  they  are  indicated  in  the  dictionary. 

In  this  connection  there  is  a  good  opportunity  to  give 
some  insight  into  the  fact  that  new  words  and  expressions 
and  new  meanings  of  old  words,  are  constantly  being  added 
to  the  language,  while  on  the  other  hand,  some  are  going 
into  disuse;  that  is,  our  language  is  a  living,  growing  agent 
of  thought.  A  slang  expression  may  finally  be  ranked  with 
those  words  which  can  be  used  without  reservation.  Pupils 
should  be  taught  to  be  guarded  in  their  use  of  slang,  especially 
of  that  which  is  very  recent,  and  that  coarse  and  vulgar 
expressions  should  never  be  used. 

The  following  sentences,  will  supply  examples  necessary 
for  teaching  the  main  kinds  of  such  characterizations  and 
for  dictionary  work  by  the  pupils  in  connection  therewith. 
In  the  case  of  phrases  and  sentences,  the  w^ord  whose  illus- 
trated use  is  in  question  is  printed  in  black  face  type.     The 


36  Lessons  on  Use  of  School  Library 

pupils  should  know  before  the  exercise  is  assigned  that 
when  a  certain  word  or  definition  is  given  in  the  dictionary 
without  characterization,  its  use  has  no  such  restrictions 
as  those  here  considered;  also  that  the  omission  of  a  word 
or  definition  from  a  standard  and  up-to-date  unabridged 
dictionary  means,  as  a  rule,  that  it  has  not  yet  won  a  place 
for  itself  in  the  language. 

1,  James  is  only  a  kid.  2,  That's  all  bosh,  3,  John  cut  the  recitation. 
4,  He  legged  it  to  town.  5,  He  hoofed  it  to  the  lake.  6,  She  talks  a  queer 
lingo.  7,  The  horse  kicked  the  bucket.  8,  My  cousin  is  a  lazy  dog. 
9,  You  shut  up.  10.  Henry  was  the  black  sheep  of  the  family.  11,  The 
Boy  Scouts  went  on  a  hike.  12,  The  general  was  booked  to  speak  at  the 
meeting,  13,  We  beat  it  as  fast  as  w^e  could  go.  14,  I  got  a  tip  that  the 
white  horse  would  win  the  race.  15,  The  tramp  swiped  the  lady's  watch. 
16,  Mr.  Smith  is  one  of  our  leading  baseball  fans.  17,  They  boosted  him 
for  the  office.  18,  Mr.  K.  is  plugging  for  the  other  candidate.  19,  There 
came  eftsoons  a  clap  of  thunder.  20,  A  train-band  captain  eke  was  he,  of 
famous  London  town. 

To  the  above  may  be  added  colloquialisms  especially  prevalent  in  the 
community. 

Quotations 
Grades.     8—9. 
Class.     Reading,  or  spelling. 

Many  quotations  from  authors  and  specialists  in  various 
fields  are  given  in  the  dictionary  to  illustrate  definitions. 
Pupils  should  be  trained  to  look  for  these  when  using  the 
dictionary  for  definition  purposes.  Select  ten  or  more  of 
the  following  words  and  ask  the  pupils  to  find  in  the  dic- 
tionary an  illustrative  quotation  for  each.  Where  several 
are  given,  they  should  select  the  one  which  most  interests 
them,  not  in  any  case  choosing  one  which  they  do  not  under- 
stand. For  each  word  they  should  give  the  definition  se- 
lected, the  illustrative  quotation,  and  the  source  of  the  quota- 
tion. For  example,  "wild,"  used  as  an  adjective,  may  mean 
growing  without  the  aid  care  of  man ;  as  in  the  quotation 
from  Milton:  or 

"The  woods  and  desert  caves> 

With  wild  thyme  and  the  gadding  vine  o'ergrown." 

1.  Affection;  2.  attack  (v.  t.);  3.  swift  (a.);  4.  beckon;  5.  smooth  (a.); 
6.  cry  (v.);  7.  desire  (v.):  8.  twinkling  (n.);  9.  earth;  10  escape  (v.  i.); 
11.  flatter;  12.  vengeance;  13.  ghost;  14.  hunt  (v.  t.  );15.  interest  (n.); 
16.  murmur  (v.  i.);17.  whip  (v.  t.);  18.  open  (a.);  19.  peril  (n).;  20.  rather. 

ABBREVIATIONS  USED  IN  DICTIONARY 

Grade.     5, 

Class.     Spelling. 

Find  the  table  of  abbreviations  used  in  the  dictionary  itself 
and  learn  the  interpretation  of  each  of  the  following: 


Lessons  on  Use  of  School  Library  37 

a.;  adj.;  adv.;  conj.;  e.  g. ;  i.  e.;  inter).;  n.;  pi.;  prep.;  pron.;  v.;  v.  i.;  v.  t. 
Tell  what  all  the  abbreviations  mean  which  are  used  in 
connection  with: 

Bible;  offend;  off;  queer;  hoodoo;  gladly;  moreover;  alas;  they. 


ABBREVIATIONS  AND  CONTRACTIONS 

Object.     To  teach  the  use  of  the  dictionary  in  interpreting  abbrevia- 
tions and  in  learning  how  to  write  them  correctly  when  in  doubt. 
Grades.     5-6. 
Class.     Spelling  (or  language  class  when  studying  abbreviations). 

Place  a  list  of  abbreviations  on  the  board.  Ask  the  pupils 
to  tell  what  each  means.  The  dictionary  should  be  at  hand 
for  reference  when  any  pupil  is  unable  to  give  the  right 
interpretation.  In  the  case  of  the  International  and  earlier 
editions  of  the  Webster  dictionary,  the  table  of  "Abbrevia- 
tions and  Contractions  in  Writing  and  Printing"  will  have 
to  be  used  for  reference.  In  the  New  International  and  the 
New  Standard  the  abbreviations  will  be  found  in  the  body 
of  the  book. 

Have  the  pupils  note  that  the  dictionary  indicates  whether 
or  not  the  abbreviations  should  be  capitalized. 

After  the  introductory  class  exercise,  give  a  list  of  abbrevia- 
tions whose  defmitions  are  to  be  learned  by  means  of  the 
dictionary.  Follow  this  with  dictation  exercises  necessitat- 
ing the  use  of  abbreviations;  the  pupils  should  be  privileged 
to  consult  the  dictionary  freely. 

Following  is  a  list  of  abbreviations  suggested  for  use  in 
this  lesson : 

et  al.,  ibid.,  Jr.,  1.  c,  pp.,  vi.,  ult.,  u.  c,  e.  g.,  Cr.,  C.  0.  D.,  b.,  Ala., 
ace.  Me.,  0.  K. 


COLORED  PLATES 

Grades.     5-6. 
Class.     Geography. 

Ask  the  pupils  to  make  a  list  of  the  topics  treated  on  these 
plates.  Then  exercises  should  be  given  in  answering  ques- 
tions such  as  the  following: 

1.  Describe  the  union  flag  of  Great  Britain?  2.  Describe  the  flag  of  Japan; 
of  Germany  (merchant  flag);  of  France;  of  other  countries  in  which  the 
children  are  interested.  3.  What  flag  means  rain  or  snow?  Clear  or 
fair?  4.  What  are  the  main  features  of  the  great  seal  of  the  U.  S.?  of  Wis- 
consin? of  any  other  state  in  which  you  are  interested?  5.  The  teacher 
should  explain  what  use  is  made  of  seals. 

Note.  In  the  New  Standard  Dictionary  the  colored  plates  are  inserted 
in  the  body  of  the  book  in  connection  with  the  words  "flag,"  "seal,"  etc. 


38  Lessons  on  Use  of  School  Library 

GAZETTEER 

Object.     To  train  the  pupils  to  make  as  frequent  use  of  the  dictionary 
for  place  references  as  occasion  may  require. 
Grades.      5-7. 
Class.     Geography. 

Ask  the  children  to  find  in  the  dictionary  the  "Pro- 
nouncing gazetteer  or  geographical  dictionary  of  the  world," 
making  use  of  the  table  of  contents  or  thumb  index  for  this 
purpose.  Ask  them  to  glance  through  it  and  tell  what,  in 
general,  it  seems  to  contain.  Also  have  them  tell  where  the 
abbreviations  and  signs  used  may  be  found.  In  the  New 
Standard  the  place  names  are  given  in  the  body  of  the  book. 

Place  the  following  or  a  similar  list  on  the  board  and 
ask  the  class  to  fmd  the  words  in  the  gazetteer,  learn  how 
to  spell  and  pronounce  them,  to  read  the  descriptive  part  given 
after  each,  including  the  abbreviations;  and  to  recite  on  such 
of  the  words  as  the  teacher  may  underline. 

Verde;  Yucatan;  Nepal;  Nevada;  Santo  Domingo;  Cut  of  Canso; 
Liege;  Winnipeg;  Guam;  McKinley; Rainier;  Pamir;  Riviera;  Chamouni; 
Tehuantepec;  Chihuahua;  Meuse;  Skager-rak;  Belle  Isle;  Golden  Horn. 

Find  what  is  given  after  the  name  of  your  county;  your 
county  seat. 

After  the  above  has  been  done  the  class  should  be  asked 
to  state  what  kind  of  geographic  features  are  included  in  the 
gazetteer  and  what  kind  of  information  is  given  (such  as 
soelling,  pronounciation,  location,  size,  length  in  the  case  of 
rivers,  height  in  the  case  of  mountains,  etc.). 

Practical  application.  From  newspapers  and  maga- 
zines and  other  material  read  during  the  next  few  weeks 
make  out  a  list  of  ten  names  you  have  had  occasion  to  look 
up  in  the  gazetteer. 

CONTENTS  OF  UNABRIDGED  DICTIONARY 

Object.     To  give  a  general  idea  of  the  contents  and  their  arrangement 
in  the  unabridged  dictionary  to  be  studied. 
Grade.     6. 
Class.     Spelling  or  reading. 

Title  page.  Copy  the  title  page  and  then  have  an  exer- 
cise in  which  its  meaning  is  brought  out. 

Copyright.  Have  the  pupils  look  at  the  copyright  dates, 
calling  attention  to  the  earliest  and  latest  dates.  In  this 
connection,  give  some  instruction  regarding  copyrights. 

Table  of  contents.  If  there  is  a  table  of  contents,  the 
pupils  should  be  asked  to  look  it  over  and  make  a  list  of  the 
topics  which  seem  to  them  to  be  of  most  importance.  All  the 
topics  in  the  appendix  should  be  listed. 


Lessons  on  Use  of  School  Library  39 

ARBITRARY  SIGNS  USED  IN  WRITING  AND  PRINTING 

Object.  To  teach  the  pupils  where  they  can  find  such  signs  inter- 
preted. 

Grade.     6. 
Class.     SpelUng. 

Place  on  the  blackboard  the  following  signs:  c/o;;  a/c; 
@;  /  (as  in  2/3)    (English  money);  ^s  ';';£;  •[. 

The  pupils  are  to  name  and  tell  the  use  of  as  many  of  these 
as  they  can.  Then  direct  them  to  the  table  of  contents  of 
the  appendix  to  fmd  the  table  of  "Arbitrary  Signs  Used  in 
Writing  and  Printing"  and  learn  the  meaning  ot  the  rest  of 
the  signs  above  given.  Gall  their  attention  to  those  classes 
of  signs  in  which  they  are  most  likely  to  be  interested. 
In  the  New  Standard,  the  signs  are  explained  under  various 
entries  in  the  body  of  the  book;  signs  used  by  proof  readers 
will  be  found  under  "proof,"  for  example. 

PICTORIAL  ILLUSTRATIONS 
Grades.     6-7. 
Class.     Spelhng. 

Pupils  should  get  into  the  habit  of  carefully  studying  the 
pictorial  illustrations  in  the  dictionary  which  occur  in  con- 
nection with  any  definition  which  they  are  looking  up.  Ask 
them  to  study  the  definition  and  corresponding  illustration 
of  the  following  w^ords  and  be  prepared  to  give  the  main 
features  or  kinds  of  each  object  defined. 

lister;  arcade;  castle;  plane;  schooner;  devilfish  (how  large  is  it?); 
sperm  whale  and  finback  whale  (contrast  the  two) ;  elephant  (contrast  the 
Asiatic  with  the  African  elephant);  eccentric  (noun). 

If  there  is  a  classified  list  of  pictorial  illustrations  in  the 
back  of  the  dictionary,  ask  the  class  to  note  the  arrangement 
(probably  alphabetically  by  subjects);  there  may  also  be  an 
index  immediately  preceding  the  illustrations.  By  means  of 
these  classified  illustrations,  name  and  define: 

four  terms  used  in  carpentry  which  are  new  to  you;  two  nautical  terms; 
three  tools;  three  animals;  one  term  used  in  heraldry. 

PROPER  NAMES 

Object.     To  direct  attention  to  the  dictionary  as  a  source  for  learning 
the  correct  pronunciation  of  Scripture  and  other  proper  names. 
Grades.     6-7. 
Class.     Spelling  or  reading. 

Scripture  proper  names.  Make  out  a  list  of  Bible 
names  and  ask  the  pupils  to  come  to  class  prepared  to  pro- 
nounce them  correctly.  If  necessary,  call  their  attention 
to  the  Pronouncing  Vocabulary  of  Scripture  Proper  Names  in 


40  Lessons  on  Use  of  School  Library 

the  appendix.  In  the  New  International  and  the  New 
Standard  these  names  are  given  in  the  body  of  the  book. 
Following  is  a  suggestive  hst: 

Abigail;  Amalekite;  Beersheba;  Canaan;  Ecclesiastes;  Habakkuk; 
Genesareth;  Isaiah;  Magdalene;  Melchisedec;  Nebuchadnezzar;  Pharaoh; 
Pontius  pilate;  Abednego;  Tabitha;  Tiglath-pileser;  Gadarenes;  Esdraelon; 
Baal;  Caesarea. 

Other  proper  names.  In  the  New  International,  the 
pronunciation  of  names  of  noted  persons  is  indicated  in  the 
biographical  dictionary  and  that  of  geographical  terms  in 
the  gazetteer,  both  in  the  appendix.  In  the  New  Standard, 
these  names  will  be  found  in  the  body  of  the  book.  Assign 
the  following  for  reference  as  to  pronunciation. 

Confucius;  Buddha;  Skagerrack;  Ypres;  Przemysl;  Charlemagne; 
Calais;  Ponce  de  Leon;  Memphremagog;  Trieste. 

GIVEN  NAMES  OF  PERSONS 

Object.     To  teach  the  use  of  the  dictionary  in  learning  the  original 
meaning  of  personal  names  in  which  one  may  be  interested. 
Grades.     6-7. 
Class.     Spelling. 

By  questioning  get  the  pupils  interested  in  knowing  what 
their  given  names  mean,  from  what  language  they  come,  and 
what  the  usual  nicknames  are.  They  should  then  be  asked 
to  fmd  the  desired  information  in  the  dictionary,  if  the 
names  are  English  names,  or  their  equivalents  in  English  are 
known. 

In  the  New  International  and  New  Standard,  the  pupils 
will  discover  that  the  names  are  given  in  the  body  of  the 
book.  In  earlier  editions  of  the  former,  they  will  be  found 
in  the  appendix. 

For  an  additional  exercise,  names  may  be  chosen  from  the 
following  list: 

Dorothy;  Benjamin;  Gertrude;  Andrew;  Ophelia;  Robert;  Esther; 
Cornelius;  Phebe;  Philip;  Roger;  Judith;  Ruth;  Alvin;  Ulysses;  Clara; 
Albert;  Frances;  Henrietta;  Winifred. 

BIOGRAPHICAL  DICTIONARY 

Object.     To  train  pupils  to  make  use  of  the  biographical  information 
in  the  dictionary  whenever  their  reading  may  make  it  necessary. 
Grades.     6-7. 
Class.     Reading. 

Ask  the  class  to  name  some  noted  person  whom  they  have 
seen  mentioned  in  newspapers  or  books  and  about  whom  they 
should  like  to  know  definitely  as  to  year  and  place  of  birth, 
etc.     The  names  as  given  are  written  on  the  blackboard  and 


Lessons  on  Use  of  School  Library  41 

if  necessary  the  list  should  be  supplemented  by  others  added 
by  the  teacher  so  as  to  have  a  list  of  at  least  ten  represen- 
tative names.  Suppose  the  following  is  the  list  resulting: 
Edison;  Louisa  May  Alcott;  LaFollette;  Sarah  Bernhardt;  Andrew 
Carnegie;  WiUiam  J.  Bryan;  John  Wilkes  Booth;  Admiral  Dewey;  Wood- 
row  Wilson;  Paul  Du  Chaillu. 

NOTED   NAMES   IN   FICTION 

Object.     To  help  the  pupils  to  understand   allusions  to  characters 
often  mentioned  in  literature. 
Grades.     6-7. 
Class.     Reading. 

First  it  will  be  necessary  to  teach  (or  review)  what  is 
meant  by:  fiction;  fictitious  persons  and  places;  pseu- 
donyms. Examples  of  these  should  be  given  until  the 
teacher  is  certain  that  the  class  understands  the  terms. 

Members  of  the  class  should  be  asked  to  name  works  of 
fiction  which  they  have  read  in  whole  or  in  part.  Suppose 
that  among  these  are :  Robinson  Crusoe ;  Gulliver's  Travels ; 
Uncle  Tom's  Cabin;  Pilgrim's  Progress;  Little  Women. 
By  questioning,  a  list  of  names  of  fictitious  persons  and  places 
can  be  made  out  and  written  on  the  board,  such  as:  Uncle 
Tom,  Little  Eva,  Legree,  Lilliput,  Friday,  Celestial  City, 
Le  Claire,  Diffidence,  Jo,  Giant  Despair. 

The  class  is  asked  to  look  for  these  in  the  dictionary. 
In  the  New  International  and  New  Standard  they  will  be 
found  in  the  body  of  the  book;  in  earlier  editions  of  the 
former,  in  the  appendix  under  the  heading  Noted  Names  in 
Fiction. 

Why  some  of  these  names  are  included  and  not  the  others 
may  be  discussed.  This  will  bring  out  that  only  noted 
names  are  included,  names  that  are  frequently  mentioned 
in  literature. 

A  list  of  fictitious  names  (nicknames)  of  persons,  places, 
and  events  may  now  be  written  on  the  board  and  those 
which  the  pupils  do  not  know  they  should  look  up.  The 
following  list  is  given  as  an  illustration : 

Gotham;  Chinese  Gordon;  Dixie;  Learned  Blacksmith;  South  Sea 
Bubble;  Reign  of  Terror. 

By  this  time  the  children  will  have  an  idea  of  the  kind  of 
names  included,  namely,  noted  names  in  fiction  and  nick- 
names of  noted  persons,  places,  and  events. 

Further  exercises  may  consist  of  a  miscellaneous  list  of 
words  in  which  the  pupils  are  asked  to  pick  out  the  names 
belonging  to  this  group.  As  an  example,  the  following  list 
is  given: 

Flying  Dutchman;  King  Arthur;   Abraham  Lincoln;  Whisky  Insur- 


42  Lessons  on  Use  of  School  Library 

rection;  City  of  the  Straits;  Vermilion  Sea;  Revolutionary  War;  Apostle 
of  the  Indians;  Bluebeard;  Father  of  Waters;  Stonewall  Jackson;  London; 
Little  Nell;  General  Grant;  Ohio;  Mab;  Lexington;  Round  Table;  Little 
Rhody;  Black  Jack;  Kilkenny  Cats. 

During  the  next  month  or  so  the  pupils  should  be  asked  to 
prepare  a  hst  of  five  to  ten  "noted  names"  which  they  have 
had  occasion,  in  connection  with  their  reading,  to  look  up  in 
the  dictionary. 

PRINCIPAL   PARTS    OF   VERBS 

Object.  To  train  the  pupils  to  use  the  dictionary  to  learn  what  the 
principal  parts  of  any  particular  verb  are  and  how  to  spell  the  principal 
parts. 

Grades.     6-8. 

Class.     Grammar. 

Have  the  pupils  use  the  dictionary  in  writing  the  principal 
parts  of  the  following  verbs.  They  should  learn  in  this 
connection  the  meanings  of  the  abbreviations  used  in  the 
dictionary  to  designate  these  parts. 

transfer;  bless;  smite;  seethe;  gird;  leap;  travel;  forecast;  partake; 
admit;  profit;  relay;  withdraw;  forbear;  redress;  withstood;  combat; 
gainsay;  awake;  must  (included  as  an  example  of  a  defective  verb). 

Definitions.  It  will  often  happen  that  the  past  tense, 
or  perfect  participle,  or  present  participle  is  the  form  of 
the  verb  encountered  in  reading  and  which  the  pupil  desires 
to  look  up  in  the  dictionary.  Then  he  will  be  puzzled 
as  to  where  to  fmd  it  unless  some  training  to  this  end  has 
been  given  him.  An  actual  instance  in  point  may  here 
be  related.  A  class  was  looking  up  words  from  a  list,  and 
among  the  words  was  "moping."  One  pupil  defined  it  as 
"to  scrub."  He  had  found  "mop,"  but  not  "moping." 
He  had  not  been  taught  that  such  forms  of  the  verb  are 
given  at  the  right  of  the  principal  form,  or  infinitive.  Ask 
the  pupils  to  look  up  such  words  as  the  following  and  to 
give  the  name  form  and  one  dictionary  definition  of  each. 

dissembling;  interviewed;  forsook;  distilling;  conferred;  assailing; 
waging;  whisking;  besought;  riven;  forswore;  raged;  doted;  throve; 
defied;  bereft;  impeding;  overcome;  transcribing;  lopped. 

DECLENSIONS 

Object.     To  teach  how  information  as  to  declensions  may  be  gleaned 
from  the  dictionary. 
Grades.     7-8. 
Class.     Grammar  class  (when  declensions  are  being  studied). 

Ask  the  class  to  name  as  many  forms  of  the  pronoun  I 
as  they  can  think  of.     Write  them  on  the  board.     Then  have 


Lessons  on  Use  of  School  Library  43 

a  pupil  find  the  word  I  (pronoun)  in  the  dictionary  and  report 
all  the  forms  there  enumerated.  Compare  with  the  list  on 
the  board.  Study  in  a  similar  way  the  pronoun  thou. 
Then  assign  for  all  to  look  up:  he,  she,  who.  An  example 
of  the  use  of  each  form  should  be  given. 

Ask  the  class  to  fmd  out  in  the  dictionary  the  distinction 
between  thy  and  thine. 

COMPARISON 

Object.  To  acquaint  the  pupils  with  the  dictionary  as  a  source  of 
information  relative  to  the  comparative  and  superlative  forms  of  adjec- 
tives and  adverbs. 

Grades.     7-8. 

Class.  Grammar  class  (when  adjectives  and  adverbs  are  being  stud- 
ied). 

When  the  grammar  class  has  a  fair  elementary  knowledge 
of  comparison,  put  some  such  list  as  the  following  on  the 
board;  ask  for  the  comparison  of  the  first  two  or  three  and  in 
each  case  have  the  pupil  verify  the  answer  by  reference  to  the 
dictionary.  The  forms  are  to  be  written  on  the  board. 
Then  assign  the  rest  of  the  list  to  be  looked  up  in  the  dic- 
tionary, the  correct  forms  to  be  written  on  the  board  at  the 
next  recitation. 

bad;  little;  good;  fat;  blue;  free;  worthy;  ill;  sick;  well  (adjective); 
well  (adverb);  red;  old;  soon. 

The  class  should  be  asked  to  fmd  the  biographical  dic- 
tionary by  means  of  the  table  of  contents  or  thumb  index  and 
to  copy  and  be  ready  to  read  in  class  at  the  next  recitation 
what  is  given  after  each  name.  The  information  necessary 
in  order  to  understand  italics,  etc.,  should  be  sought  for  in 
the  introduction.  In  the  New  Standard,  however,  the 
names  of  noted  persons  are  given  in  the  body  of  the  book. 

What  has  been  learned  should  now  be  stated  by  the  class; 
that  is,  that  the  dictionary  gives  the  correct  spelling  and 
pronunciation,  and  that  it  tells  what  each  character  included 
was  or  is,  when  and  where  he  lived. 

During  the  next  few  weeks  the  class  should  be  expected  to 
prepare  a  list  of  about  ten  names  which  they  have  had 
occasion  to  look  up  in  connection  with  their  reading, 

FOREIGN  QUOTATIONS,  WORDS,  AND  PHRASES 

Object.  To  teach  the  pupils  how  to  fmd  the  definitions  of  foreign 
terms  met  with  in  their  reading  and  to  get  them  into  the  habit  of  thus 
learning  the  meaning  of  unfamiliar  foreign  terms. 

Grades.     7—8. 

Class.     Reading   or  spelling. 


44  Lessons  on  Use  of  School  Library 

Write  a  number  of  sentences  on  the  blackboard  containing 
commonly  used  foreign  words  or  phrases.  If  these  sentences 
are  taken  from  books  in  the  library,  so  much  the  better. 
Members  of  the  class  may  be  asked  to  fmd  these  foreign 
words  or  phrases  in  the  dictionary.  If  they  do  not  fmd 
them  in  the  body  of  the  dictionary,  their  attention  should  be 
directed  to  the  proper  place  in  the  appendix.  In  the  New 
International,  foreign  terms  and  phrases  are  included  in  the 
body  of  the  book.  In  the  New  Standard,  those  of  frequent 
occurrence  in  English  literature  and  law  are  given  in  the 
body  of  the  book,  the  rest  in  the  appendix. 

The  next  lesson  may  consist  in  finding  the  meaning  of  ten 
or  more  selected  from  the  following  list;  the  language  from 
which  each  comes  should  be  noted. 

Sic  temper  tyrannis;  cui  bono?;  ante  bellum;  coup  d'etat;  ecce  homo!; 
mal  de  mer;  pro  bono  publico;  sub  rosa;  entre  nous;  in  loco  parentis; 
L'etoile  du  Nord;  0  temporal  0  mores!;  mens  sana  in  corpore  sano; 
chef-d'oeuvre;  comme  il  faut;  in  hoc  signo  vinces;  poeta  nascitur,  non 
fit;  hie  jacet;  vox  popuH,  vox  Dei;  gloria  Patri;  labor  omnia  vincit;  veni, 
vidi,  vici. 

Several  weeks  later  the  pupils  should  report  what  foreign 
words  and  phrases  they  have  encountered  in  their  reading, 
especially  those  whose  meaning  they  have  looked  up  in  the 
dictionary. 

ANALYSIS  OF  WORDS 

Object.  To  teach  the  use  of  the  dictionary  in  learning  the  derivation 
of  words,  in  order  that  this  help  to  their  understanding  and  use  may  be 
made  available. 

Grades.     8-10. 

Class.     Spelling. 

Prefixes 

Write  on  the  board  several  familiar  words  having  the  same 
prefix.  Have  the  pupils  judge  what  the  prefix  probably 
means.  When  they  have  done  so,  ask  one  of  them  to  go  to 
the  dictionary  and  find  out  from  the  definition  of  the  prefix 
there  given  whether  or  not  the  correct  definition  had  been 
decided  upon.  In  the  same  way,  deal  with  several  other 
prefixes.     The  following  groups  of  words  are  suggested: 

misfit,  miscalculate,  misbehave,  miscount,  mislead,  mistreat,  mistrust, 
mistake;  renew,  reinstate,  retract,  reunite,  review,  revive,  revise;  unbelief, 
unreUable,  unintentional,  untried;  bisect,  biped,  bimonthly,  biplane 

Find  one  definition  in  the  dictionary  of  each  of  the  follow- 
ing prefixes  and  give  and  define  an  example  of  a  word  in  which 
each  occurs.  Select  a  definition  of  both  prefix  and  word 
whose  meaning  is  clear  to  you,  in  case  several  definitions  are 
given. 


Lessons  on  Use  of  School  Library  45 

anti-;  ante-;  circum-;  sub-;  inter-;  intra-;  pre-;  contra-;  in-;  com-;  non-; 
hydro-;  pre-. 

Suffixes 

Proceed  in  a  similar  way  with  suffixes.  For  the  pre- 
Uminary  step,  the  following  groups  of  words  are  suggested: 

booklet,  streamlet,  rivulet,  kinglet,  leaflet;  elevator,  surveyor,  survivor, 
actor,  assessor;  strengthen,  quicken,  enliven,  blacken;  quickly,  slowly, 
completely,  naturally. 

Look  up  in  the  dictionary  one  definition  of  each  of  the 
following  suffixes  and  give  and  define  one  illustrative  word 
for  each. 

-ee;  -by;  -er;  -ite;  -ous;  -ive;  -ion;  -ism;  -graph;  -ness. 

Derivatives 

Write  tne  following  words  on  the  board : 

legal,  illegal,  legislate,  legitimate. 

Have  the  pupils  tell  what  each  means.  Help  them  if 
necessary.  Ask  them  what  identical  part  occurs  in  each, 
(leg-)  Have  them  judge  from  the  definitions  what  this  com- 
mon part  (radical)  probably  means.  Then  copy  on  the 
board  the  essential  part  of  what  is  given  in  the  dictionary 
(in  brackets)  relating  to  the  derivation  of  this  word.  We  find 
in  this  case  in  the  dictionary  [L.  legalis,  fr.  lex,  legis,  law 

]     Have  one  of  the  pupils,  if  necessary,  look  up  in  the 

table  of  abbreviations  used  in  the  dictionary  what  the 
abbreviations  L.  and  fr.  represent.  They  will  then  under- 
stand that  the  interpretation  of  the  bracketed  words  is: 
The  word  legal  comes  from  the  Latin  word  "legalis"  which 
comes  from  the  Latin  word  "lex",  meaning  law;  "legis",  in 
which  the  radical  "leg-"  appears,  is  a  form  of  "lex,"  in  some 
such  sense  as  "wolves"  is  a  form  of  "wolf";  legis  means  of 
law. 

Have  the  class  name  and  define  such  other  words  built 
on  this  radical  as  they  can  think  of. 

In  the  same  way  deal  with  the  words: 

centennial,  centipede,  centenary,  percentage;  autograph,  geography 
biography    telegraph,  phonograph;  navy,  navigator,  circumnavigate. 

In  the  case  of  words  derived  from  the  Greek,  if  the  dic- 
tionary at  hand  gives  the  Greek  letters  it  will  be  advisable 
only  to  give  the  meanings  of  the  root  words  without  any 
attempt  at  pronouncing  them.  For  example,  in  the  case  of 
the  word  autograph,  have  the  pupils  simply  say,  in  sub- 
stance: "In  the  word  'autograph,'  -graph  comes  from  a 
Greek  word  meaning  to  write  and  auto-  comes  from  a  Greek 
word  meaning  self." 

Train  the  pupils  to  look  for  the  derivation  given  in  con- 


46  Lessons  on  Use  of  School  Library 

nection  with  that  definition  of  the  root  form  which  means 
most  to  them.  For  instance,  in  the  New  International  there 
is  much  given  in  regard  to  the  derivation  of  the  word  "finish" 
which  the  pupil  may  well  ignore,  if  he  pays  attention  to  the 
part:  "fr.  L.  finire  to  end."  Also,  when  looking  up  the 
definition  of  a  derivative,  as  for  example  patriotism,  they 
should  look  under  a  simpler  form,  as  patriot. 

Ask  the  pupils  to  look  up  outside  of  class  the  derivation  of 
at  least  some  of  the  following  groups  of  words  and  to  be 
prepared  to  give  a  definition  of  each  which  will  clearly  refer 
to  the  derivation.  For  example:  "Percentage  comes 
from  the  Latin  word  centum,  meaning  hundred,  by 
dropping  -um  and  adding  the  prefix  per-,  meaning  by,  and 
the  suffix  -age.  Percentage  is  a  method  of  computing  by 
means  of  hundredths."  The  significance  of  prefixes  and 
suffixes  which  the  pupils  cannot  readily  grasp  should  be 
ignored. 

credible,  credit,  credulous,  discredit;  pedal,  biped,  quadruped,  peddler; 
dent,  dentist;  primer,  primary;  annual,  biennial,  annuity;  police,  politics, 
metropolis;  Philadelphia,  philanthropist,  philosopher;  telescope,  telegram; 
democracy,  demagog. 

Assign  some  words  from  the  following  list.  The  interest- 
ing features  of  derivatives  should  be  brought  out.  For 
example,  the  fact  that  "sneak"  comes  from  a  word  meaning 
to  creep  can  easily  be  made  to  interest  the  class.  Have 
the  class  arrange  the  w^ords  in  groups  according  to  the 
languages  which  they  come  from. 

mob  (noun),  climax,  barbarous,  prevent,  crowd,  finish,  calico,  bankrupt, 
December,  adjourn,  manufacture,  brogue,  library,  glen,  miser,  hippo- 
potamus, patriotism,  postscript,  prospect,  holy,  sneak,  gospel.,  husband, 
thermometer,  sympathy,  wigwam,  fraction,  subtract,  by-law. 


Elements  of  the  English  Language 

Some  account  of  the  various  elements  which  make  up  the 
Enghsh  language  should  be  given  by  the  teacher.  The 
class  should  know:  (1)  that  over  half  of  the  words  used  in 
daily  conversation  and  in  much  of  the  literature  of  the 
language  are  from  the  Anglo-Saxon,  the  language  spoken  in 
England  before  and  for  some  time  after  the  Norman  conquest 
(year  1066) ;  (2)  that  the  Norman  conquest  brought  in  many 
French  words,  practically  all  of  which  are  of  Latin  origin, 
for  the  reason  that  ancient  France  was'  conquered  and  ruled 
by  the  Romans;  (3)  that,  although  a  larger  proportion  of 
English  words  ordinarily  used  are  from  the  Anglo-Saxon 
than  from  any  other  language,  yet  a  majority  of  the  words  in 
the  English  vocabulary,  as  given  in  a  complete  dictionary, 
are  from  the  Latin  language,  the  language  spoken  by  the 
Romans,  who  ruled  the  world  for  several  centuries;  (4)  that, 


Lessons  on  Use  of  School  Library  47 

next  to  the  Anglo-Saxon,  French-Latin,  and  Latin  elements, 
comes  the  Greek  element,  words  from  the  language  spoken 
by  the  inhabitants  of  ancient  Greece;  (5)  that  only  about 
five  per  cent  of  the  English  words  come  from  all  other 
sources. 

Illustrations  of  these  various  elements,  included  in  the 
foregoing  exercises,  should  be  referred  to  in  this  account. 

The  teacher  will  be  helped  in  preparing  to  give  the  lesson 
on  these  elements  by  looking  over  the  article  entitled  "A 
Brief  History  of  the  English  Language"  in  the  International 
or  New  International  Dictionary,  paying  special  attention 
to  the  paragraph  "Proportion  of  the  Elements."  Swinton's 
"New  Word-Analysis"  will  prove  of  practical  value  in  all 
of  this  work  on  derivation  of  words. 


Practical    Application 

\Yhen  the  above  work  has  been  done,  ask  the  members  of 
the  class  to  look  up,  within  the  next  two  weeks,  and  report 
upon  the  derivation  of  ten  words  which  occur  in  w^hat  they 
read  during  that  time. 

From  now  on  the  pupils  should  occasionally  be  asked  to 
look  up  the  derivation  of  certain  words  m^et  with  in  their 
reading  and  spelling  lessons.  This  should  be  done  in  such 
a  w^ay  as  to  keep  up  the  interest  in  the  subject  and  make  it 
likely  that,  as  occasion  and  opportunity  offer,  after  they 
have  left  school,  they  will  increase  their  knowledge  of 
English  by  such  use  of  the  dictionary. 


48  Lessons  on  Use  of  School  Library 


THE  CARD  CATALOG 

Object.  To  teach  the  use  of  the  card  catalog  in  order  to  make  avail- 
able the  material  of  the  school  library  to  such  an  extent  as  may  be  neces- 
sary and  to  give  training  which  will  enable  the  pupils  to  make  use  of  the 
card  catalog  of  a  public  library. 

Grades.     6-7. 

Class.     Reading. 

Materials.  A  school  library  classified  and  cataloged  according  to 
the  instructions  given  in  the  List  of  Books  for  Township  Libraries  of 
1910-1911.  The  resources  of  a  public  library  should  be  utilized  if  one  is 
accessible. 

Before  attempting  to  give  the  lessons  on  the  card  catalog,  the  teacher 
should  make  sure  that  he  is  familiar  with  the  instructions  in  cataloging 
given  in  the  Township  Library  List  of  1910-11.  Also,  he  should  carefully 
look  through  the  following  lessons  and  see  to  it  that  the  card  catalog  and ' 
the  books  are  in  the  right  condition  before  beginning  to  give  the  lessons. 

Each  lesson  should  be  carefully  planned  and  the  material  provided  be- 
fore it  is  presented  to  the  class. 

Above  all,  practical  application  of  what  is  learned  should  be  made  in 
the  class  work,  wherever  opportunity^  occurs.  The  use  of  the  card  catalog, 
or,  for  that  matter,  any  of  the  instruction  and  training  outlined  herein 
should  become  a  habit,  otherwise  it  is  of  but  little  value. 


ARRANGEMENT  OF  BOOKS  ON  THE  SHELVES 

The  library  books  should  first  be  arranged  on  the  shelves 
by  class  numbers,  these  being  on  labels  on  the  backs  of  the 
books  or  (preferably)  printed  with  India  ink  or  white  ink 
(depending  on  the  color  of  the  cover)  directly  on  the  backs. 

The  pupils  are  to  arrange  the  following  numbers  numeri- 
cally from  left  to  right. 

+917  4-910  +320  +600  +914  +800  +500  +917.3  +590 
+398  +920  +170  +630  +598  +917.1  +973  +640  +580 
+811.8     +290     +790     +614     +917.2     +973.2 

The  teacher  here  explains  class  numbers.  See  page  128 
for  table  of  classification. 

If  necessary,  give  further  exercises  in  such  arrangement  of 
class  numbers. 

Arrange  on  a  table,  a  shelf,  or  some  other  convenient  place,  according 
to  class  numbers,  the  books  handed  you  by  the  teacher. 

Replace  on  the  shelves  in  their  proper  places  the  books  placed  on  the 
teacher's  desk  for  this  purpose. 

Pupils  should  do  this  accurately  before  passing  on.  Crowding  books 
on  the  shelves,  "jamming  them  in,"  greatly  shortens  their  lives,  and  here 
is  a  good  place  to  teach  children  to  avoid  this  practice. 


Lessons  on  Use  of  School  Library  49 

Look  at  this  catalog  card,  note  the  class  number;  then  find  the  book  on 
the  shelves.  Note  that  books  of  any  one  class  are  arranged  alphabetically 
by  author  and  title.  Tell  the  class  that  in  many  libraries  the  initial 
of  the  author's  surname  together  with  certain  accompanying  letters 
and  figures  are  written  below  the  class  number  so  as  to  facilitate  placing 
and  locating  books  on  the  shelves.  The  class  number  and  these  so-called 
"author  numbers"  together  make  the  "call  number." 

Considerable  practice  of  this  kind  should  be  given.  Stir 
up  emulation  by  seeing  who  can  find  the  books  most  quickly. 

That  fiction  is  not  given  a  class  number,  should  be  taught 
and  exercises  locating  works  of  fiction  for  which  the  card  is 
shown  should  be  given. 

A  good  concluding  exercise  would  be  to  take  a  large  share 
of  the  books  off  the  shelves  and  require  the  pupils  singly  or  in 
groups  to  replace  them  where  they  belong. 


ARRANGEMENTS  OF  THE  CARDS 

In  order  that  the  following  exercises  may  be  done  with 
facility  it  will  be  necessary  to  teach  first  the  alphabetical 
arrangement  of  the  cards. 

First  see  if  the  pupils  can  discover  for  themselves  how  the  cards  are 
arranged. 

The  pupils  are  told  that  the  words  on  the  top  line  constitute  the  so 
called  heading  and  that  the  cards  are  arranged  alphabetically  by  these 
headings. 

Exercise  should  then  be  given  in  finding  headings  written  on  the  board 
by  the  teacher. 

The  next  step  will  be  to  teach  how  cards  having  the  same  heading  are 
arranged,  that  then  these  cards  are  arranged  with  reference  to  one  another 
alphabetically  by  the  item  below^  the  heading,  usually  beginning  on  the 
second  line.  Exercises  suitable  for  training  in  finding  and  replacing  such 
cards  should  be  given. 

The  use  of  the  guide  cards  should  now  be  taught;  practical  exercises 
should  be  given,  such  as  telling  between  what  guide  cards  a  certain  head- 
ing or  entry  would  be  looked  for. 

^t  The  w^ords  "The"  and  "A"  coming  at  the  beginning  of  a  title  are  not  to 
be  considered  in  alphabeting. 

USE  OF  THE  CARD  CATALOG 

Subject   Card 

(see  p.  272,  1910-11  Township  Library  List) 
Copy  a  subject  card  on  the  blackboard,  or  better  still, 
have  an  accurate  copy  of  such  a  card  in  the  hands  of  each 
pupil.     With  the  card  catalog 'before  her,  the  teacher  says. 


50 


Lessons  on  Use  of  School  Library 


"I  want  to  find  something  in  our  library  on  the  subject  of 
food.     I  look  for  the  word  "Food"  on  the  top  line  of  the 
cards,  and  here  is  what  I  find. 
Suppose  the  card  is  as  follows: 


+600 


Cham 


Food 


berlain,  J.  F. 
How  we'are  fed, 


The  children's  attention  is  called  to  the  horizontal  and  vertical  lines 
on  the  card.    Then  the  essential  information  may  be  gone  over  in  about 
the  following  order,  the  teacher  helping  only  when  necessary. 
Teacher.  What  do  we  find  at  the  left  on  the  top  line? 
Pupils.      +600. 

Teacher.  What  does  that  tell  us? 
Pupils.      Where  to  find  it  in  the  library. 
Teacher.  What  else  do  we  find  on  the  top  line? 
Pupils.      "Food." 

Teacher.  Where  does  the  word  begin? 
Pupils.      At  the  second  vertical  line. 

Teacher.  We  call  a  heading  such  as  this  a  subject  heading,  because  it  is 
the  name  of  the  subject  of  which  the  book  treats. 

What  do  we  find  on  the  second  line? 
Pupils.      "Chamberlain,  J.  F." 
Teacher.  Where  does  the  name  begin? 
Pupils.      At  the  first  vertical  line. 
Teacher.  What  does  it  tell? 

Pupils.      That  the  author  of  the  book  is  J.  F.  Chamberlain. 
Teacher.  What  do  we  find  on  the  next  line? 
Pupils.      "How  we  are  fed." 
Teacher.  Where  does  this  begin? 
Pupils.      At  the  second  vertical  line. 
Teacher.  What  does  it  tell? 

Pupils.      That  the  title  of  the  book  is  "How  we  are  fed." 
Teacher.  What  does  the  whole  card  tell  us? 

Pupils.      That  among  the  600's  in  the  library,  there  is  a  book  on  food  by 
J.  F.  Chamberlain,  and  that  the  title  of  the  book  is  "How 

we  are  fed." 

The  teacher  sends  one  of  the  pupils  to  the  Hbrary  to  fetch 
the  book.  She  glances  through  it  and  tells  enough  of  its 
contents  to  have  the  pupils  realize  that  it  treats  of  foods; 
or,  she  has  one  of  the  pupilsMo  so. 

Copies  of  other  subject  cards  should  now  be  shown  and 
the  pupils  should  be  required  to  state  what  each  card  as  a 


Lessons  on  Use  of  School  Library 


51 


whole  tells  and  to  fetch  the  book  from  the  library  to  verify 
their  conclusions.  This  should  be  done  with  enough  cards  to 
make  sure  that  the  pupils  fully  and  readily  grasp  what  such 
cards  tell.  The  children  should  be  told  that  these  cards  are 
called  subject  cards.  A  subject  card  or  subject-analytic 
card  should  be  included  which  has  for  the  subject  a  person, 
so  that  personal  names  used  as  subjects  will  be  distinguished 
from  such  names  used  as  authors.    For  instance: 


+800 

Howe 

1 
Us,  Willian  Dean                                                                  i 

Boy  Life.     1909. 

+920 


Ware, 


Howells,  William  Dean 


E.  R. 

Talks  about  authors  and  their  work,  p.  141-7. 


Author  cards  are  filed  in  the  catalog  before  subject  cards 
beginning  with  the  same  heading,  so  that  the  subject  card 
for  Howells  would  be  placed  after  all  cards  giving  his  name 
as  author. 

Subject-Analytic  Card 

(See  p.  272,  1910-11  Township  Library  List) 

With  the  card  catalog  before  her,  the  teacher  tells  the 
pupils  that  she  wants  to  fmd  something  in  the  library  on  the 
subject  of,  say,  San  Francisco.  She  then  picks  out  a  card 
referring  to  certain  pages  in  a  certain  book  (subject-analytic 
card).  A  copy  of  the  card  is  on  the  blackboard  or  a  copy 
is  placed  in  the  hands  of  each  pupil. 

Suppose  the  card  is  the  following: 


+917.3 


Koch, 


San  Francisco 


F.J.       • 

A  little  journey  to  our  western  wonderland,  p.  187- 


52  Lessons  on  Use  of  School  Library 

Ask  the  children  if  any  of  them  can  tell  how  this  card 
differs  from  the  cards  which  they  have  been  studying.  By 
means  of  questioning  and  perhaps  some  explanation,  sub- 
stantially the  following  statement  can  be  secured:  Among 
the  917. 3's  there  is  some  material  on  San  Francisco,  in  a 
book  by  F.  J.  Koch,  entitled  "A  little  journey  to  our  western 
wonderland,"  on  pages  187  to  222. 

The  book  should  then  be  found  in  the  library  by  one  of 
the  pupils  and  he  should  turn  to  the  part  on  San  Francisco. 

Proceed  similarly  with  other  such  cards. 

The  following  are  a  few  questions  which  may  be  given  to 
distinguish  between  subject  and  subject-analytic  cards: 

Find  a  book  on  Flowers. 

Find  a  short  article  about  Flowers  in  some  book. 

Find  some  story  about  Flowers. 

What  story  tells  of  the  life  of  Abraham  Lincoln? 

Where  can  you  find  a  short  account  of  the  life  of  Lincoln? 

Subject   Headings 

Subject  cards  and  subject-analytic  cards  are  by  far  the 
most  important  cards  in  the  catalog  so  far  as  reference  work 
is  concerned.  Special  attention  should  therefor  be  paid  to 
subject  headings.  The  pupils  should  be  trained  to  be  to 
some  extent  resourceful  in  the  use  of  subject  headings. 

If,  or  fexample,  a  pupil  wants  to  read  what  is  in  the  library 
on  wolves,  he  should  first  fmd  what  is  entered  in  the  card 
catalog  under  the  heading  "Wolves."  But  he  should  also 
see  if  he  cannot  fmd  something  about  wolves  in  books  entered 
in  the  card  catalog  under  the  headings  "Animals"  and 
"Animals-Stories."     Similarly  with  the  following: 

Gold  or  Zinc,  see  also  Metals. 

Shoes,  see  also  Clothing. 

Grani,  see  also  Wheat,  Corn,  Oats,  Barley,  etc.   " 

Linen,  see  also  Flax. 

Such  work  should,  so  far  as  feasible,  be  connected  with  the 
class  work  in  other  branches  then  being  carried  on  or  but 
recently  completed. 

Author  Card 

(See  Township  Library  List  of  1910-11,  p.  270-1) 

Suppose  we  remember  the  name  of  the  author  of  a  book, 
but  not  the  title,  and  we  want  to  know  if  the  book  is  in  the 
hbrary  and  if  so,  where;  or,  again,  suppose  we  want  to  look 
at  all  the  books  in  the  library  written  by  a  certain  author. 
This  makes  necessary  cards  which  have'^  as  a  heading,  not 
the  subject,  nor  the  title,  but  the  name  of  the  author,  the 
surname  being  given  first. 


Lessons  on  Use  of  School  Library  53 

The  above  can  best  be  developed  by  a  combination  of 
questioning  and  telling. 

Suppose  we  want  to  know  what  there  is  in  the  library  by 
Joel  Chandler  Harris.  The  card  I  find  is  like  the  one  I 
have  copied  on  the  board  (or  placed  in  your  hands). 

Suppose  the  card  is: 
+398     Harris,  Joel  Chandler 

Uncle  Remus,  his  songs  and  his  sayings.     1903. 

By  appropriate  questioning  and  necessary  instruction  the  children 
learn  that  the  card  tells  us  that  among  the  398's  (Fairy  tales  and  folk- 
lore) on  the  shelves  there  is  a  book  by  Joel  Chandler  Harris  entitled  "Uncle 
Remus,  his  songs  and  his  sayings,"  which  was  published  in  1903.  Their 
attention  should  be  called  to  the  fact  that  the  author's  name  begins  at 
the  first  vertical  line,  and  the  title  at  the  second  vertical  line. 

The  book  is  now  found  by  one  of  the  pupils  and  brought  to  the  class. 

Whether  there  are  other  books  by  this  same  author  is  determined  by 
some  of  the  pupils  who  use  the  card  catalog  for  the  purpose. 

Similar  exercises,  with  reference  to  other  authors  should 
be  given. 

The  children  should  learn  that  such  cards  are  called 
author  cards. 

Title   Card 

The  class  is  told  that  we  want  to  fmd  out  if  the  library 
contains  a  certain  book  whose  title  is,  say,  "Curious  homes 
and  their  tenants."  One  of  the  pupils  is  asked  to  look  for 
the  card  containing  this  title  as  a  heading.     He  fmds  it. 

+590  Curious  homes  and  their  tenants. 

Beard,  J.  C. 

In  some  such  way  as  that  suggested  for  the  subject  card, 
the  pupils  learn  that  this  title  card  shows  that  among  the 
4-590's  there  is  a  book  whose  title  is  "Curious  homes  and 
their  tenants"  and  that  J.  C.  Beard  is  the  author.  They 
also  learn  that,  like  the  subject,  the  title  begins  at  the  second 
vertical  line,  and  the  author's  name  at  the  first  vertical  line, 
as  in  the  other  cards  studied. 

They  should  be  told  that  such  a  card  is  called  a  title  card. 

Practice  should  be  given  in  fmding  out  from  the  card 
catalog  whether  or  not  the  library  contains  certain  titles. 
Titles  given  should  include  some  not  contained  in  the 
library. 

Cross  Reference  Cards 

Cross  references  are  not  used  in  the  cataloging  indicated 
in  the  township  library  list.  For  high  school  classes,  the 
necessary  basis  for  instruction  on  cross  reference  cards  will 
be  found  on  pages  16-17  of  the  Wisconsin  high  school  li- 
brary Ust  of  1909. 


54  Lessons  on  Use  of  School  Library 

Distinguishing    between    Subject,    Title,    and    Author 

Cards 

When  the  three  classes  of  cards  have  been  learnediit  will  be 
profitable  to  give  training  in  distinguishing  between  the 
three  different  kinds  of  cards.  This  has  special  reference  to 
those  cards  which  have  as  subject  heading  the  name  of  a 
person.  Selection  should  be  made  of  cards  in  the  catalog 
which  illustrate  this  point.  For  illustration  here  the 
following  are  used: 

Alcott,  Louisa  M. 

Under  the  lilacs.     1909. 

+921  Alcott,  Louisa-M. 

Cheney.  E.  D. 

Louisa  May  Alcott,  her  life,  journals,  and  letters. 

The  pupils  should  be  asked  to  look  carefully  at  these 
two  cards,  and  to  write  down  independently  what  kind 
of  card  each  is;  then  the  reasons  for  their  decision.  The 
final  conclusion  arrived  at  and  stated  in  their  own  words 
should  express  the  thought:  We  know  that  the  first 
card  is  an  author  card,  because  the  name  on  the  top  line 
begins  at  the  first  vertical  line.  We  know  that  the  second 
card  is  a  subject  card  because  the  name  on  the  top  line 
begins  at  the  second  vertical  line  and  the  title  is  given  on  the 
third  line. 

Similarly,  how  to  know  subject  cards  from  title  cards 
should  be  given  attention. 

The  fact  that  titles  and  subjects  always  begin  at  the  second 
vertical  fine  and  authors  at  the  first  vertical  line  should  be 
"hammered  in." 


Exercise.  The  following  questions  are  intended  as  an  exercise  after 
the  above  lessons  on  the  card  catalog  have  been  given.  The  pupils  are  to 
use  the  card  catalog  in  finding  answers  to  the  questions.  In  each  case, 
they  should  report  under  what  entry  or  entries  they  looked  and  under 
what  entry  or  entries  the  information  was  found.  If  necessary  modify 
the  questions  or  substitute  others  so  as  to  suit  the  resources  of  the  li- 
brary. 

1.  Find  a  short  article  on  the  weather.  2.  On  stars.  3.  On  petroleum. 
4.  Determine  by  means  of  the  card  catalog  what  there  is  in  the  library 
by  James  Whitcomb  Riley?  By  Ruyard  Kipling?  By  Louisa  May  Alcott? 
By  James  Fennimore  Cooper?  5.  Which  of  the  following  books  does  the 
library  contain?    Pickett's  gap;  Dog  of  Flanders;  Uncle  Tom's  cabin;  the 


Lessons  on  Use  of  School  Library  55 

Crisis;  Treasure  island;  Country  of  the  dwarfs;  Jungle  book;  Wonder- 
book  for  boys  and  girls.  6.  Find  the  longest  article  in  the  library  on 
Mexico.  7.  On  slavery.  8.  Find  all  the  material  in  the  library  on  Raphael, 
the  great  painter.  9.  What  does  the  library  contain  on  Indians?  10.  On 
the  War  of  1812? 


WISCONSIN  BLUE  BOOK 

Object.  To  make  available  the  civic  and  other  reference  material 
which  this  publication  contains. 

Grades.     7—8. 

Class.     History,  civics,  or  geography. 

Material.  The  latest  Wisconsin  Blue  Book.  Every  school  is  entitled 
to  a  free  copy.  There  is  a  new  edition  every  odd-numbered  year.  This 
lesson  is  based  on  the  Blue  Book  of  1915:  it  will  have  to  be  modified  for 
use  with  succeeding  Blue  Books,  if  material  changes  are  made  in  the  con- 
tents of  the  latter. 

Assign  from  the  blackboard  or  otherwise  the  following 
questions.  The  pupils,  at  their  seats  with  Blue  Book  in 
hand,  are  to  write  down  the  answers.  Several  lessons  will 
be  necessary. 

1.  From  the  title  page  learn  the  correct  title,  by  whom  compiled,  by 
whom  published.  2,  Make  out  a  table  of  contents  from  the  topmost 
lines  on  the  right  hand  pages  (Industries  of  Wisconsin:  Census  statistics; 
Wisconsin  newspapers:  etc.).  3.  Give  examples  of  different  classes  of 
census  statistics  included.  4.  What  statistics  of  agriculture  are  given? 
Examples.  5.  What  kinds  of  election  statistics  are  given?  Examples. 
6.  Under  "Wisconsin  Newspapers,"  in  what  order  are  the  newspapers 
arranged?  7.  How  are  the  names  of  the  post  offices  arranged?  ^  What 
information  is  given  in  regard  to  each  post  ofTice?  "  Give  examples. 
8.  Make  a  list  of  a  dozen  headings  under  "State  Government."  9,  Name 
three  of  the  most  important  tables  or  topics  under  "Grand  Army  of  the 
Republic."  State  one  interesting  fact  you  learned  in  looking  over  this 
part  of  the  Blue  Book.  10.  Mention  one  thing  that  interested  you  under 
"Wisconsin  National  Guard."  11.  Select  three  of  the  topics  and  tables 
under  "The  Federal  Government"  which  appear  most  important  to  you. 
Give  one  fact  learned  from  each.  12,  Name  six  topics  discussed  under 
"Industries  of  Wisconsin."  13.  W^hat  classes  of  officials  are  included  under 
"Biographical  Sketches:"  Read  and  report  on  one  of  these  sketches. 
14.  What  districts  are  shown  on  the  maps  under  "Political  District 
Apportionments?"  What  congressional  district  do  you  live  in?  What  is 
its  population?  What  counties  does  it  contain?  What  state  senatorial 
district  do  you  live  in?  What  territory  does  it  coniprise?  What  is  its 
population?     15.  Ditto  for  the  assembly  district- 


56  Lessons  on  Use  of  School  Library 

The  Index 

The  following  questions  are  intended  for  practice  in  the 
use  of  the  index  to  the  Blue  Book.  It  is  advisable  to  have  a 
class  exercise  on  the  use  of  the  index  before  reference  work 
requiring  its  use  is  assigned  as  a  lesson.  The  exercise 
should  aim  to  develop  the  habit  of  looking  under  several 
entries  if  necessary  in  order  to  find  the  information  wanted. 
For  suggestions,  see  lesson  on  the  index,  page  25.  Some  of 
the  questions  given  below  may  be  used  for  this  purpose,  the 
rest  being  assigned  as  individual  reference  work. 

1,  Who  are  the  county  officers  of  your  county?  2.  Who  are  the  mem- 
bers of  the  Wisconsin  Railroad  Commission?  3.  Name  the  chairman  of 
the  state  central  committee  of  each  political  party.  4.  Copy  one  plank 
from  the  state  platform  of  any  one  of  the  political  parties.  Select  for  this 
purpose  a  plank  which  interests  you.  5.  What  is  the  population  of  your 
township?  Of  the  nearest  village  or  city?  6.  Compare  the  total  number 
of  votes  for  governor  on  primary  election  day  with  the  total  on  election 
day.  7-  What  is  the  population  of  the  state  according  to  the  1-ast  census? 
What  was  the  population  in  1860?  8.  Who  are  the  regents  of  the  state 
normal  schools?  9.  How  many  pupils  are  enrolled  in  the  public  schools 
of  the  state?  10.  How  many  soldiers  w^ere  supplied  by  Wisconsin  in  the 
Civil  War?  11.  Which  regiment  had  the  highest  death  rate?  12.  Which 
state  has  the  most  representatives  in  Congress?  How  many?  13.  Who 
was  the  first  governor  of  Wisconsin?  14,  Who  are  the  members  of  the 
State  Industrial  Commission?  15,  What  can  you  tell  about  the  duties  of 
this  Commission?  16.  What  is  the  area  of  your  county?  17.  Read  the 
biographical  sketch  of  your  assemblyman.  18.  Who  is  the  secretary  of 
the  Free  Library  Commission?  19.  How  many  voters  in  Wisconsin  are 
illiterate  (cannot  read  and  write)?  20.  Where  are  the  state  normal  schools 
located? 


YOUNG   FOLKS'   CYCLOPAEDIA   OF   COMMON 

THINGS 


Object-.  To  teach  its  scope  and  to  promote  its  use  as  a  reference 
work.  The  same  holds  true  with  regard  to  the  Champlin  cyclopedias 
treated  below. 

Grades.     5-6. 

Class.     Geography. 

Have  the  pupils  judge  from  the  title  of  the  book  the 
probable  scope  of  its  contents.  Would  the  title  indicate 
that  there  are  articles  on:  chairs?  houses?  Chicago?  oceans? 
horses?  Lincoln?  potatoes? 


Lessons  on  Use  of  School  Library  57 

Have  the  pupils  glance  through  the  book  to  get  a  general 
idea  of  its  contents  and  arrangement.  Ask  them  to  be  able 
to  answer  questions  like  the  following: 

What  is  the  copyright  date  of  this  book?  How  are  the  articles  ar- 
ranged? Of  what  special  use  is  the  index,  since  the  articles  are  arranged 
alphabetically?  Would  you  first  look  in  the  index  or  in  the  body  of  the 
book?  By  looking  in  the  body  of  the  book,  the  main  article  will  be  found 
first;  then  the  index  should  be  used  to  find  additional  information.  In 
some  cases  there  is  no  main  article  and  then  the  index  alone  will  direct 
the  reader  to  the  information  sought.  In  this  connection,  look  up-  milk; 
basswood;  petroleum;  sim  dial. 

Tell  what  information  is  given  at  the  ends  of  the  articles  by  looking 
under:  cloth;  coffee;  petroleum;  butterfly.   (Derivation) 

Does  the  book  contain  articles  on  geographic  features,  such  as  particular 
cities,  rivers,  countries?  How^  about  products,  such  as  bananas,  cotton, 
coal,  etc.?  Are  there  articles  relating  to  agriculture?  Try:  cattle;  fer- 
tilizers. How  about  health  topics?  eye;  lungs;  drowning.  Nature  study? 
Try:  ant;  egg;  snow;  bird;  electricity;  platinum;  ferns.  How  about 
history?  Civil  War;  Louisiana  purchase.  Is  there  any  history  of  common 
things?  Try:  book;  carriage.  Is  there  anything  on  particular  inventions? 
phonograph;  telegraph.  Tools  and  machines?  plane,  lathe.  Domestic 
science?  beef;  bread.  How  about  interesting  stories  relating  to  common 
things?    See  "Anecdotes"  in  the  index  and  look  up  a  few  of  them. 

Practical  application.— After  these  lessons  have  been  given,  both 
teacher  and  pupils  should  be  on  the  alert  to  secure  pertinent  informa- 
tion from  this  encyclopedia  in  connection  with  classes  in  reading,  geog- 
raphy, physiology  and  hygiene,  agriculture,  manual  training,  domestic 
science,  history;  also  for  general  exercises  and  other  school  work. 

YOUNG  FOLKS'  CYCLOPAEDIA  OF  PERSONS  AND 

PLACES 

Grades.     5-6. 

Class.     Reading  or  Geography. 

Have  the  pupils  get  some  idea  of  the  scope  of  the  book 
froni  the  title.  Would  it  be  likely,  for  instance,  to  contain 
special  articles  on:  London?  Abraham  Lincoln?  Moses? 
Odin?  Mississippi  River?  Hawaiian  Islands?  Thomas  Alva 
Edison?  Pike's  Peak?  North  Cape?  Mormons?  the  county 
in  which  you  live?  Wisconsin?  Washington  Monument? 
Civil  War? 

The  statistics  given  for  cities,  states,  etc.,  in  the  United  States  are  those 
for  what  census?  See  latest  copyright  date  on  the  page  following  the  title 
page.  Has  there  been  a  U.  S.  census  since,  and  if  so  when?  If  the  statis- 
tics are  not  for  the  last  census,  where  would  you  find  the  latest  figures? 
(World  Almanac,  Abstract  of  Census,  etc.) 

1^  How  are  the  articles  arranged?  How  does  the  index  make  material 
available  which  is  not  alphabetically  arranged  in  the  body  of  the  book? 
See  in  the  index:  wars;  colleges;  Vesuvius. 


58  Lessons  on  Use  of  School  Library 

Are  there  accounts  of  mythological  characters?  Try:  Jupiter;  Thor; 
Apollo;  Venus.  How  about  Bible  characters?  David;  Joseph;  Isaiah; 
Pharaoh;  Solomon.  See  if  you  can  find  articles  on  the  authors  of  some  of 
your  library  books  or  of  selections  in  your  reader. 

There  are  included  accounts  of  many  important  events  and  achieve- 
ments connected  with  the  persons  and  places  treated  of;  to  find  these  the 
index  should  be  used. 

With  this  in  mind,  find  what  is  contained  on:  Black  Hawk  War;  steam- 
boat; great  fires;  the  blowing  up  of  the  Maine;  Mormon  tabernacle;  Little 
Lord  Fauntleroy  (Look  under  "Books  for  young  folks"). 

Practical  Application.  State  some  ways  in  which  this  book  may  be 
useful  for  reference  in  geography;  in  history;  in  the  reading  class;  in  read- 
ing newspapers  and  magazines. 

YOUNG  FOLKS'   CYCLOPAEDIA   OF  NATURAL 
HISTORY 

Grades.     5-6. 

Class.     Geography  or  agriculture. 

Ask  the  pupils  to  look  up  the  definition  of  natural  history 
in  the  dictionary.  Then  have  them  apply  this  definition  to 
judging  the  scope  of  the  book  from  its  title.  They  may  then 
glance  through  it  to  find  how  nearly  correct  their  conclusions 
were.  When  they  have  done  so  they  can  probably  answer 
most  of  the  following  questions,  though  they  should,  when 
necessary,  verify  their  answers  by  reference  to  the  book 
itself. 

Does  this  cyclopedia  contain  articles  on:  plants?  rocks?  minerals?  for 
example:  oak;  granite;  gold.  Are  all  kinds  of  animals  included?  Insects? 
Try:  grasshopper;  dragon  fly.  Worms?  Try:  earthworm.  Particular 
kinds  of  fish?  Try :  bass ;  pike ;  bullhead.  Think  of  several  kinds  of  animals 
and  see  if  there  is  an  article  relating  to  each. 

As  there  are  many  cross  references  in  this  book,  the  teacher  should  make 
sure  that  the  pupils  understand  their  use  before  going  further.  Call  their 
attention  to  the  entries:  'Tish  hawk.  See  osprey;"  "Bullhead.  See 
catfish."  Teach  them  what  these  entries  mean.  Then  ask  them  to  look 
up  these  particular  references  and  report  on  them.  They  should  learn  to 
select  quickly  the  part  of  the  article  to  which  the  cross  reference  refers. 
To  this  end,  additional  cross  references  may  be  looked  up  by  referring 
them  to:  Hessian  fly;  wild  cat;  woodchuck.  The  alphabetic  arrangement 
of  subarticles  should  be  made  use  of,  though  this  will  not  help  in  some 
cases,  as,  for  instance,  in  looking  up  "wild  cat"  under  "lynx." 

Are  there  general  articles  on  various  kinds  of  animals?  Try:  snake; 
bird;  fish.  Compare  with  the  articles  on  the  same  topics  in  The  Young 
Folks'  Cyclopaedia  of  Common  Things.  Which  cyclopedia  has  the  longer 
articles  on  such  topics?  How  do  they  compare  with  regard  to  articles  on 
particular  animals?    Look  up  in  both:  robin;  rattlesnake;  catfish. 

Are  extinct  animals  treated?  See  Mammoth  and  Dinosaur.  Read  one 
of  these  articles. 


Lessons  on  Use  of  School  Library  59 

It  would  be  well  for  the  teacher  lo  read  over  carefully  the 
article  on  classification  in  the  Introduction  and  then  give 
the  pupils  an  idea  of  the  subdivisions  of  the  animal  kingdom 
especially  genus  and  species.  Their  attention  should  then 
be  called  to  the  facts  relating  to  the  classification  of  animals 
given  in  parentheses  at  the  beginning  of  the  articles  and  that 
the  branch,  class,  order,  or  family  there  given  will  be  found 
explained  in  its  proper  alphabetical  place. 

Ask  the  pupils  to  look  up  the  scientific  name  of  horse  (Equus  caballus); 
domestic  cat  (Felis  domestic);  dog  (Canis'familiaris).  Ask  them  to  find 
out  if  the  dictionary  also  gives  the  scientific  names  of  animals.  They 
should  learn  that  the  scientific  name  of  an  animal  or  plant  consists  of  the 
name  of  the  genus  plus  the  name  of  the  species. 

As  a  rule  the  material  looked  for  in  this  book  is  to  be  found  in  its  proper 
alphabetic  place  or  is  referred  to  by  means  of  cross  references;  hence  the 
index  will  not  often  have  to  be  consulted,  though  it  should  be  used  when 
necessary. 

Practical  Application.  Will  this  book  be  of  use  for  reference  in 
agriculture?  See  if  it  has  articles  on  such  topics  as:  cattle,  hog,  cutworm, 
honey  bee,  etc. 

When  you  are  studying  geography  what  use  can  be  made  of  the  book? 
When  would  be  a  good  time  to  read  the  article  on  the  camel?  The  tiger? 
The  silkworm? 

Keep  the  book  in  mind  as  a  source  of  reference  when  you  find  mention 
of  animals  in  the  reading  of  books,  magazines,  and  newspapers.  Report 
to  your  teacher  several  such  uses  of  the  book  within  the  next  month. 


YOUNG   FOLKS'    CYCLOPAEDIA   OF   LITERATURE 

AND  ART 

Grades.     6-7. 
Class.     Reading. 

Talk  over  informally  with  the  class  what  is  included  in 
literature  and  art  and  get  them  to  express  opinions  on  the 
kind  of  information  the  book  probably  contains.  They 
should  know  that  the  term  art  includes  architecture,  sculp- 
ture, painting,  and  music. 

After  this  discussion  they  should  read  (or  the  teacher  may 
read  to  them)  at  least  a  part  of  the  preface  and  then  glance 
through  the  book.  They  may  be  asked  to  answer  the 
following  questions,  using  the  book  as  much  as  may  be 
necessary  in  arriving  at  the  answers : 

How  is  the  material  arranged?  Are  there  cross  references?  Try:  Tiny 
Tim. 

Are  there  references  to  other  encyclopedias  by  Champlin?  Read  the 
fine  print  at  the  top  of  page  1;  then  look  up  such  references  under:  cat's 
paw;  Gordian  knot. 


60  Lessons  on  Use  of  School  Library 

Literature.  Are  there  articles  on  authors?  Try:  Longfellow;  Shakes- 
peare. What  about  books?  Try:  Uncle  Tom's  Cabin;  Bible;  Little 
Women;  some  library  book  which  you  think  good  enough  to  deserve  a 
place  there.     Folk  stories?    Try:  Jack  the  Giant  Killer:  Cinderella. 

How  about  poems?  Try:  Hiawatha;  Lady  of  the  Lake.  Songs?  Try: 
Star  Spangled  Banner;  Maryland!  my  Maryland!;  some  other  song  or 
poem  in  which  you  are  interested. 

How  about  pen  names  and  nicknames  of  authors?  Try:  Mark  Twain; 
Ouida;  Quaker  Poet. 

Are  characters  in  books  included?  Try:  Topsy;  Worldly  Wiseman; 
Fagin. 

Picture  study. — Learn  from  the  book  something  about  the  following 
pictures:  Flight  into  Egypt;  Judgment  of  Solomon;  some  other  famous 
painting. 

Sculpture.  Learn  something  about:  discobolus;  Apollo  Belvedere; 
Diana  of  Varsailles. 

Architecture. — Read  W'hat  is  given  on  one  or  two  of  these:  Coliseum; 
Milan  cathedral:  Parthenon.  Look  under  the  word  palace  in  the  index 
and  select  one  to  read  about. 

Geography.  How^  could  this  book  be  of  use  in  the  study  of  geography? 
In  the  study  of  what  country  could  reference  be  made  to  each  of  the 
following?  Pyramids;  Vatican;  Westminster  Abbey.  Are  cities  de- 
scribed? Are  geographic  nicknames  explained?  Try:  Forest  City;  City  of 
the  Straits;  Nutmeg  State. 

History.  Its  use  in  history  is  illustrated  by:  Faneuil  hall;  Magna 
Charta;  Tippecanoe  and  Tyler  too.    Have  the  pupils  look  these  up. 


GENERAL  ENCYCLOPEDIAS 

Grades.     6-7. 

Class.     Reading. 

Materials.  At  least  one  general  encyclopedia  of  several  volumes.  By 
general  encyclopedia  is  here  meant  one  of  several  volumes  in  which  the 
entries  are  in  one  alphabet  and  which  has  material  on  a  wide  variety  of 
subjects. 

Preliminary.  Have  the  pupils  look  through  an  ency- 
clopedia to  get  a  general  idea  of  its  contents  and  arrange- 
ment of  material.  Ask  them  to  keep  such  questions  as  the 
following  in  mind  during  the  examination: 

1.  Are  there  more  or  fewer  articles  than  in  the  dictionary?  2.  In 
which  are  the  articles  the  longer?  3.  How  does  the  arrangement  com- 
pare with  that  in  the  dictionary?  4.  What  helps  are  there  to  find  any 
article  quickly?  (Look  at  the  backs  of  the  books  and  the  tops  of  the  pages.) 
5.  Areallkindsof  subjects  treated  or  only  certain  kinds?  6.  What  is  the 
name  of  this  encyclopedia?    When  was  it  copyrighted? 

The  conclusions  arrived  at  from  this  examination  should 
be  about  as  follows:     A  general  encyclopedia  treats  prac- 


Lessons  on  Use  of  School  Library  61 

tically  all  kinds  of  subjects;  its  articles,  while  fewer  than 
those  in  the  dictionary,  are  longer  (because  it  deals  with 
subjects  while  the  dictionary  deals  with  words);  like  in  the 
dictionary,  the  articles  are  arranged  alphabetically;  on  the 
back  of  each  volume  and  at  the  tops  of  the  pages  are  guide 
words  to  help  in  finding  quickly  the  article   one  is  looking 

for.    The  title  of  this  encyclopedia  is ; 

it  was  copyrighted  in . 

Arrangement.  Have  an  exercise  in  quickly  deciding  in 
which  volume  a  given  article  occurs.  For  this  purpose  have 
the  encyclopedia  immediately  in  front  of  the  class  and 
rapidly  name  a  number  of  articles,  the  pupils,  one  at  a  time, 
giving  the  number  of  the  volume  or  pointing  to  the  one  in 
which  it  should  be  looked  for.  Give  enough  of  this  drill  to 
enable  each  pupil  readily  to  select  the  right  volume. 

Drill  in  readily  finding  the  page  on  which  an  article 
is  to  be  found  by  means  of  the  guide  words  at  the  top  of  the 
page.  Name  titles  of  articles  in  different  volumes  and, 
after  some  skill  has  been  attained  by  all,  see  which  pupils 
can  most  quickly  find  assigned  articles. 

For  the  purpose  of  the  above  drill  in  arrangement  the 
following  articles  are  listed: 

everglades;  rubber;  tuberculosis;  flax;  glacier;  infantile  paralysis; 
dwarf;  army  worm;  measles;  soap;  parcel  post;  goiter;  Danube;  opal; 
bamboo;  antiseptics;  Erie  Canal;  larynx;  petroleum;  hemp;  Venus 
(planet);  bee;  Azores;  Palestine;  iron;  ginseng;  carpetbaggers;  Volga; 
Kingston;  jury;  insects;  lynch  law;  kingfisher;  hay  fever;  Xanthippe; 
rinderpest;  nickel;  catalpa;  Eskimo;  bat;  onion;  minotaur;  Vatican;  Ice- 
land; herring;  Romulus;  silk;  birds;  fly;  turpentine;  delirium  tremens; 
Warsaw;  Weather  Bureau;  metric  system;  opium;  socialism:  cliff  dwellers; 
Milwaukee;  Lapland;  underground  railroad;  tiger. 

If  the  pupils  have  had  the  right  kind  of  training  in  the 
use  of  the  dictionary,  they  will  know  that  names  of  persons 
are  arranged  by  the  surname  first  and  that  the  words 
forming  certain  geographic  names  are  likewise  arranged 
alphabetically  by  the  last  word.  In  the  following  list, 
some  entries  are  to  be  sought  for  under  the  first  word  and 
some  under  the  last  word.  Have  the  pupils  first  judge  in 
each  case,   then  verify  by  referring  to  the    encyclopedia. 

French  Revolution;  John  Jay;  Mount  Everest;  Uncle  Sam;  Pontius 
Pilate;  Treaty  of  Paris;  Smithsonian  Institution;  Lake  Ontario;  James 
Whitcomb  Riley;  Battle  of  Hastings;  Gulf  of  Mexico;  Peter  the  Great; 
Washington  Monument;  Abraham  Lincoln;  Oliver  Twist;  Mark  Twain; 
John  Bull;  Stonewall  Jackson;  Charles  Martel  (ruler);  Robin  Hood. 

In  the  case  of  rulers,  the  alphabeting  is  according  to  the 
first  name,  and  under  this  name,  by  countries.  Have  the 
pupils  find  the  following: 


62  Lessons  on  Use  of  School  Library 

Henry  IV,  king  of  France;  Henry  VH,  king  of  England;  Henry  IV,  king 
of  Germany;  Charles  XII,  king  of  Sweden;  Charles  V,  emperor  of  Ger- 
many; Charles  the  Bold. 

Index.  If  the  encyclopedia  studied  has  an  index,  a 
lesson  should  be  given  in  its  use;  for  this  purpose,  assign  a 
topic  to  each  pupil  and  have  him  find  all  the  material  re- 
lating thereto  which  is  referred  to  in  the  index.  Call  atten- 
tion to  the  value  of  an  index  in  making  available  related 
material  scattered  in  different  parts  of  the  encyclopedia; 
also  its  use  in  locating  material  on  a  subject  for  which  there 
is  not  a  separate  entry. 

Cross  references.  At  the  end  of  some  articles  the 
reader  is  referred  to  other  articles  in  the  same  encyclopedia 
which  articles  contain  related  material.  These  directions 
are  known  as  cross  references.  The  teacher  should  call 
attention  to  such  references  and  then  have  each  pupil  look 
up  all  the  cross  references  under  some  assigned  topic. 

Bibliographies.  Have  the  pupils  fmd  articles  at  the 
close  of  which  books  on  the  same  subject  are  listed.  Discuss 
with  them  under  what  circumstances  these  may  be  of  value 
to  the  reader  (when  he  needs  to  know  more  about  the 
subject  than  the  article  contains  and  has  access  to  the  books 
listed.) 

Pronunciation.  Ask  the  class  to  fmd  out  whether  or 
not  the  pronunciation  of  the  words  used  as  headings  is 
indicated,  and  if  so,  how.  If  the  pronunciation  is  indicated, 
give  a  list  of,  say,  a  dozen  words  whose  pronunciation  they 
are  to  learn  from  the  encyclopedia. 

Copyright  date.  What  is  the  last  copyright  date  of 
the  encyclopedia?  (Look  at  page  next  to  title  page  in  the 
first  volume.)  Discuss  in  what  respects  the  encyclopedia 
is  probably  not  up-to-date.  If  the  copyright  date  is  1911, 
then  articles  on  such  topics  as  Panama  Canal,  Mexican  War, 
Europe,  submarines,  will  be,  in  important  respects,  out-of- 
date.  If  the  copyright  date  is  1909,  then  the  articles  de- 
pending on  figures  from  the  United  States  census  of  1910 
will  not  be  up-to-date.  The  supplementing  of  an  encyclo- 
pedia by  means  of  the  World  Almanac  or  other  year  book 
should  be  suggested. 

Here  may  be  discussed  how  encyclopedias  endeavor  to 
keep  up-to-date  by  means  of:  (1)  new  editions  (either  com- 
pletely revised  or  with  supplementary  pages);  (2)  year 
books  (New  International  Encyclopedia);  (3)  loose-leaf 
arrangement  so  that  new  pages  may  be  inserted  from  time 
to  time  (Nelson's  Encyclopedia). 

Editors  and  contributors.  The  pupils  should  know 
that  the  editors  of  an  encyclopedia  are  those  who  have  had 
in  charge  the  gathering  and  editing  of  the  material  which  it 
contains;    that   the    persons   whom    they   have   selected  to 


Lessons  on  Use  of  School  Library  63 

write  the  articles  are  known  as  contributors;  tliat  the  value 
of  an  encyclopedia  depends  to  a  large  extent  upon  the  ability 
of  the  editors  and  contributors;  that  in  judging  an  encyclo- 
pedia this  should  be  taken  into  consideration. 

Ask  the  pupils  to  find  out  who  are  the  editors  and  some 
of  the  principal  contributors  of  the  encyclopedia  they  are 
studying.  If  feasible,  compare  with  some  other  encyclopedia 
in  this  respect.  A  list  of  editors  and  contributors  is  usually 
given  in  the  front  part  of  the  first  volume. 

Principal  larger  encyclopedias.  At  the  present  time 
(1915),  the  four  leading  larger  encyclopedias  are:  Ency- 
clopedia Americana;  Encyclopedia  Britannica;  Nelson's 
Loose-Leaf  Encyclopedia;  New  International  Encyclopedia. 
(Arranged  alphabetically.) 

It  would  be  well  to  have  the  class  learn  something  as 
to  the  leading  characteristics  of  such  of  these  encyclopedias 
as  they  have  access  to. 

Smaller  general  encyclopedias.  There  are  a  number 
of  serviceable  smaller  encyclopedias  of  about  six  volumes. 
One  of  these  will  answer  for  the  lessons,  on  general  ency- 
clopedias in  elementary  schools.  Attention  should  be  given 
to  all  encyclopedias  in  the  library  so  as  to  make  available 
the  resources  of  all  of  them. 

How  to  use  encyclopedias.  When  a  reference  question 
arises,  generally  the  first  source  of  information  to  be  thought 
of  should  be  the  encyclopedia.  Whether  or  not  other  sources 
are  to  be  used  in  place  of  the  encyclopedia  or  in  addition 
to  it,  will  depend  upon  the  nature  of  the  question  and  the 
general  character,  and  perhaps  the  copyright-date,  of  the 
encyclopedia.  Ask  the  pupils  which  of  the  following  quest- 
ions they  would  look  up  in  the  encyclopedia  at  hand  and 
which  in  some  other  source  and  w^hy. 

1.  Who  is  the  present  governor  of  New  York?  2.  Give  an  account  of 
cotton.  3.  In  what  parts  of  the  world  are  tigers  among  the  native  wild 
animals?  4.  Give  an  account  of  the  Panama-Pacific  Exposition.  5.  Give 
a  short  account  of  the  development  of  the  reaper.  6.  Tell  how  to  make  a 
kite.  7.  How  many  members  of  the  United  States  House  of  Representa- 
tives from  your  state?  8.  Name  in  order  of  population  the  six  largest 
cities  of  Europe.  9.  What  are  the  principal  exports  of  Chili?  10.  Who 
are  the  judges  of  the  Supreme  Court  in  your  state? 

Now  have  the  questions  or  similar  ones  looked  up  in  the 
proper  sources  and  have  the  pupils  report  the  results  and  the 
best  sources.  They  should  be  told  to  read  only  so  much  of  an 
article  as  may  be  necessary  to  secure  the  information  sought, 
and  this  they  should  seek  to  fmd  with  as  little  loss  of  time  as 
possible.  The  "up-to-dateness"  of  the  information  should 
be  considered  whenever  necessary.  Cross  references  should 
be  used  only  when  additional  information  is  really  wanted. 

Practical  application.     From  now  on  pupils  sl>atlt(8'^ie 


i 


^  \  '.'  '<  ■•\  l<  ^ 
U  N  I  V  E  1<  S  1  T 


64  Lessons  on  Use  of  School  Library 

expected  frequently  to  use  the  encyclopedia  in  preparing 
their  lessons  and  in  connection  with  debates,  general  exer- 
cises, reading  and  other  activities.  As  a  "starter"  in  this 
direction,  ask  each  pupil  to  report  at  the  end  of  about  two 
weeks  ten  cases  of  reference  to  the  encyclopedia  on  his  part. 
The  occasion  for  each  reference  and  what  was  learned  should 
be  reported. 

The  giving  of  extra  credit  for  such  reference  work  will 
help  bring  it  about. 

THE  ATLAS 

Object.     To  teach  when  and  how  to  use  atlases. 
Grades.     6-7. 
Class.     Geography, 

The  following  lessons  are  based  on  the  atlas  on  the  Township  Library 
List  of  1914-16  (New  Imperial  Atlas  of  the  World),  but  with  modifications 
they  can  be  used  with  any  atlas. 

Need  of  Atlases 

Call  the  attention  of  the  children  to  the  desirability  of 
knowing  the  location,  size,  etc.  of  cities,  rivers,  mountains, 
and  other  geographic  features  which  we  hear  mentioned  or 
read  about.  Concrete  examples  in  the  reading  of  news- 
papers are  best  for  this  purpose.  Then  they  may  be  told 
that  the  atlas  is  especially  intended  to  meet  this  need. 

The  pupils  may  now  be  asked  to  glance  through  the  atlas 
to  get  a  general  idea  of  what  it  contains. 

Marginal  Index  and  Index  to  Maps 

Have  the  pupils  study  the  explanation  of  the  marginal 
index  (on  page  next  to  title  page).  Call  their  attention  to 
the  index  to  maps  on  the  next  page.  Give  an  easy  pre- 
liminary exercise  necessitating  the  use  of  both  of  these 
indexes,  giving  the  necessary  help  so  that  each  pupil  will 
know  how  to  use  them  before  more  difficult  exercises  are 
given. 

Exercises  in  the  Use  of  Maps  and  Indexes 

By  means  of  the  maps  and  marginal  indexes  give  the  location  and  popu- 
lation of  the  following  cities:  Reims  (France);  Canterbury  (England); 
Gottingen  (Germany);  Sebastopol  (Russia);  Amoy  (China). 

In  the  city  of  Chicago  locate:  Board  of  Trade;  Art  Institute;  Jackson 
Boulevard;  Canal  St.;  any  other  prominent  street  or  point  of  interest 
that  you  are  interested  in.  In  New  York  City  locate:  Wall  St.,;  Fifth 
Ave.;  Grand  Central  Station;  Broadway:  any  other  prominent  street  or 
point  of  interest  which  you  may  have  heard  about.    In  the  city  of  Washing- 


Lessons  on  Use  of  School  Library  65 

ton  locate:  Library  of  Congress;  Washington  Monument;  White  House 
(Executive  Mansion,);  U.  S.  Capitol;  any  other  feature  of  special  interest 
to  you. 

Locate  the  following  counties  in  their  respective  states:  Union  Co. 
(S.  Dakota);  Burleigh  Co.  (N.  Dakota);  Merced  Co.  (Cal.);  any  other 
county  in  which  you  may  be  interested. 

Locate  the  following  provinces,  districts,  etc.,  in  their  respective  coun- 
tries: Punjab  (India);  Santa  Clara  (Cuba);  County  Kerry  (Ireland); 
Hawkes  Bay  (New  Zealand):  Gironde  (department,  France);  Anhalt 
(Dutchy  in  Germany);  Romsdal  (amt,  or  county,  Norway);  Perm  (pro- 
vince, Russia);  Armenia  (Turkey  in  Asia). 

Atlases  used  in  schools  do  not  usually  have  a  universal 
index;  for  this  reason  it  is  well  to  combine  the  use  of  the 
gazetteer  in  the  unabridged  dictionary  with  the  use  of  the 
atlas. 

With  the  aid  of  the  gazetteer,  and  the  atlas  tell  what  and  where  each  of 
the  following  is:  Bosnia;  Albania;  Gothland;  Seeland;  Metz;  Rhodes; 
Bhutan;  Menderez;  Hagerstown;  Cerro  Gordo;  Gaspe;  Guise;  Heligo- 
land; Miihlhausen. 

The  following  exercises  are  intended  to  direct  the  pupils' 
attention  to  the  information  respecting  railroads  and  routes 
of  travel  which  may  be  obtained  in  an  atlas. 

1 .  Name  several  of  the  largest  towns  you  would  pass  through  in  traveling 
across  Montana  on  the  Northern  Pacific  Railroad.  2.  What  river  of  some 
size  would  you  see  from  the  car  window?  3.  How  many  lines  of  railroad 
radiate  from  Green  Bay  and  what  railway  companies  are  represented? 
4.  Ditto  for  Madison?  5.  On  what  lines  of  railway  could  you  apparently 
conveniently  travel  from  Chicago  to  Superior?  6.  Where  in  the  U.  S.  is 
there  the  least  railroad  mileage?  Why?  7.  Which  are  the  four  most  im- 
portant termini  of  steamship  lines  on  the  eastern  shore  of  the  Pacific? 
8.  Where  on  the  western  shore?  9.  Which  is  the  principal  central  stop- 
ping place  in  the  Pacific  ocean?  (See  Map  of  the  World.)  10.  Trace  the 
Trans-Siberian  Railway;  name  its  eastern  Russian  terminus  and  two  or 
three  inportant  towns  on  its  route.  IL  How  wide  is  the  Panama  Canal 
Zone?    12.  How  many  locks  has  the  canal?    Lifts? 


Colonial  Possessions 


What  European  countries  have  possessions  in  Africa?  Give  the  name, 
location,  area,  and  population  of  each  of  the  Portuguese  possessions  in 
Africa.  Locate  Kamerun  (Africa);  to  what  country  does  it  belong  and 
what  are  its  area  and  its  population? 

Locate  the  following  islands  in  the  East  Indies  and  tell  to  what  country 
they  belong;  give  the  area  and  population  of  those  underlined:  New 
Hebrides;  Caroline  Is.;  Guam;  Samoan  Is.;  Fiji  Is.;  Midway  Is. 


66  Lessons  on  Use  of  School  Library 

Miscellaneous  Exercise 

Use  the  gazetteer  in  the  dictionary  in  conjunction  with  the  atlas  when  necessary. 

1.  How  many  miles  would  you  travel  in  going  by  water  from  New  York 
City  to  San  Francisco  by  way  of  the  Straits  of  Magellan?  By  way  of  the 
Panama  Canal?  San  Francisco  to  Singapore?  New  York  City  to  Bombay? 

2.  In  what  part  of  Boston  and  on  what  street  is  the  Old  State  House? 
Locate  Independence  Hall  in  Philadelphia. 

3.  What  and  where  are:  Arno;  Meuse;  Galdhoppigen;  Salamis;  Scutari; 
Kiauchau;  Yalu. 

4.  Find  the  area  and  population  of:  Texas;  Rhode  Island;  Luxemburg; 
French  Guiana;  Ceylon. 

5.  Locate:  Vosges  Mts.;  Big  Horn  Mts.;  locate  and  give  the  height  of 
Mount  Tom;  Mt.  Olympus;  Jungfrau. 


WORLD  ALMANAC 

Object.     To  give  training  in  the  use  of  a  good  yearbook  as  a  source  of 
reference  for  information  brought  down  to  date. 
Grades.     6-7. 
Class.     Geography  or  civics. 

The  World  Almanac  may  be  secured  from  The  Press  Publishing  Company, 
Pulitzer  Building,  New  York  City.  The  price,  postage  paid,  is  35c;  cloth,  60c.; 
the  list  prices  are  25c.  and  50c.  respectively.  It  is  issued  annually  and  is  packed 
full  of  current  information  on  a  great  many  topics.  A  new  copy  should  be  secured 
at  the  beginning  of  each  calendar  year.  If  there  is  shelffoom  enough  the  back 
numbers  should  be  kept,  as  articles  of  permanent  value  appear  in  each  issue. 
These  are  made  available  in  the  general  index,  which  refers  to  the  volume  in  which 
the  subject  appeared. 

The  first  lesson  should  have  for  its  aim  teaching  the  scope 
of  the  Almanac,  what  kind  of  information  it  contains. 

Have  the  pupils  look  up  by  means  of  the  index  the  topics 
given  below;  they  should  be  required  to  tell  one  thing  of 
interest  to  them  learned  in  regard  to  each  topic.  Some 
topics  not  treated  in  the  Almanac  have  been  included  in 
order  to  help  the  pupils  learn  its  scope.  By  talking  over 
with  them  why  certain  of  the  topics  are  omitted  and  the 
rest  included,  they  can  be  led  to  see  and  to  say,  in  substance, 
that  the  World  Almanac  includes  records  of  important  events 
which  occurred  during  the  year  and  facts  and  figures  in 
regard  to  population,  industries,  government,  and  other 
matters  most  of  which  are  continually  changing  and  about 
which  the  latest  information  is  at  times  desired. 

Patents;  immigration;  soldiers'  pensions;  birds;  Boy  Scouts;  books; 
baseball;  roads;  Thomas  Alva  Edison;  trotting  records;  battle  ships; 
Denmark;  languages;  cost  of  living;  copper;  potatoes;  hay;  snow;  rainfall; 
battle  of  Gettysburg;  militia  of  the  U.  S.;  presidential  elections;  blindness; 
rainbow;  largest  cities;  state  flowers;  longest  rivers. 


Lessons  on  Use  of  School  Library  67 

In  order  to  give  some  facility  in  using  the  Almanac, 
have  the  pupils  find  the  answers  to  questions  like  the  follow- 
ing. Use  only  questions  suitable  for  the  stage  of  advance- 
ment of  the  child. 

1.  On  what  date  will  Easter  Sunday  come  next  year? 

2.  At  what  time  does  the  sun  rise  to-day?    Set? 

3.  What  is  the  average  annual  rainfall  in  inches  in  Wisconsin?  Which 
state  has  the  least  rainfall  and  how  much?  The  most? 

4.  How  many  Indians  in  the  U.  S.?    In  Wisconsin? 

5.  What  was  the  total  popular  vote  for  each  of  the  candidates  for  Presi- 
dent of  the  U.  S.  at  the  last  presidential  election?  What  was  the  electoral 
vote? 

6.  What  was  the  best  record  in  running  one  mile  and  by  whom  was 
it  made? 

7.  What  is  the  value  in  our  money  of  the  German  mark?  The  Danish 
crown?    The  franc? 

8.  How  many  officers  and  enlisted  men  in  the  U.  S.  army? 

9.  Who  is  the  Commander-in-chief  of  the  Sons  of  Veterans  and  how 
many  belong  to  the  organization? 

10.  How  many  members  in  the  U.  S.  House  of  Representatives?  The 
U.  S.  Senate?    How  many  of  these  belong  to  the  different  parties? 

11.  Who  is  the  present  ruler  of  Greece  and  what  is  his  title?  Of  Portugal? 
Of  China? 

How  many  persons  in  prison  in  the  U.  S.?  How  many  of  these  were 
born  in  our  country? 

13.  How  many  people  in  the  world  use  the  English  language?  The 
German?    The  Spanish? 

14.  What  is  the  population  of  the  world? 

15.  What  is  the  highest  altitude  in  Wisconsin  and  where?  In  the  U.  S., 
not  including  Alaska? 

16.  How  many  persons  are  employed  in  railroading  in  the  U.  S.?  In 
manufacturing  automobiles? 

17.  How  many  horses  in  the  U.  S.?    Hogs? 

18.  How  much  wheat  is  raised  in  the  U.  S.?    Corn? 

19.  What  was  the  value  of  all  the  farm  products  in  the  U.  S.  for  last 
year? 

20.  Of  the  manufactures? 

After  the  lessons  have  been  given,  use  should  be  made 
of  the  Almanac  in  connection  with  civics,  geography,  cur- 
rent news,  general  exercises,  and  whenever  information 
which  it  contains  is  needed  in  the  course  of  the  school  work. 

AGRICULTURAL  PUBLICATIONS 

Object.  To  teach  the  pupils  how  to  secure  those  agricultural  publica- 
tions issued  by  the  U.  S.  Department  of  Agriculture  and  by  the  State 
College  of  Agriculture  from  which  they  may  receive  helpful,  practical  in- 
struction in  farming  and  domestic  science  and  to  teach  how  to  use  and 
how  to  file  them  for  use  when  needed. 


68  Lessons  on  Use  of  School  Library 

Grades.     7-8. 

Class.     Agriculture. 

Materials.  Farmers'  bulletins,  Agricultural  Yearbook,  bulletins  and 
circulars  issued  by  State  Agricultural  College,  filing  cases  described  on 
page  76. 

U.   S.   Department  of  Agriculture 

Some  preliminary  instruction  or  review  should  be  given 
as  to  the  place,  organization,  and  work  of  the  Department. 
The  pupils  should  know:  I.  That  the  Department  of  Agri- 
culture is  one  of  the  nine  administrative  departments  of 
the  U.  S.  government,  of  which  the  others  are  the  Depart- 
ment of  State,  Treasury  Department,  etc.  2.  That  the 
official  title  of  its  head  is  Secretary  of  Agriculture.  3.  Who 
the  present  Secretary  of  Agriculture  is.  4.  What  the  main 
lines  of  work  of  the  Department  are,  such  as  discov- 
ering and  spreading  information  relative  to  improved 
methods  of  farming,  prevention  and  cure  of  plant  and  animal 
diseases,  producing  better  breeds  of  plants  and  animals. 
5.  That  the  Department  is  divided  into  bureaus,  offices, 
and  services,  among  which  are:  bureau  of  plant  industry, 
office  of  public  roads,  weather  bureau,  office  of  markets 
and  rural  organization,  forest  service,  etc. 

Farmers'  Bulletins 

Place  in  the  hands  of  each  pupil  in  the  class  a  farmers' 
bulletin.  Discuss  the  items  of  the  title  page  ope  by  one 
and  bring  out  what  each  means:  that  "U.  S.  Department  of 
Agriculture"  tells  us  that  it  is  issued  (prepared,  printed,  and 
distributed)  by  the  U.  S.  Department  of  Agriculture; 
that  "Farmers'  Bulletin  No.  556"  (or  whatever  number  it 
happens  to  be)  means  that  this  is  one  of  a  series  of  publi- 
cations, the  first  of  which  was  given  the  number  1  (in  1889) 
and  that  they  have  been  numbered  as  issued  until  now  (1915) 
the  highest  number  is  well  up  in  the  hundreds;  that  the 
title  (say  "The  Making  and  Feeding  of  Silage")  gives  an 
idea  of  the  contents;  that  the  date  given  (say  October  25, 
1913)  is  the  date  of  issue  and  is  important,  for  the  reason 
that  it  gives  us  an  idea  of  how  nearly  up-to-date  the  con- 
tents are;  that  the  personal  name  is  that  of  the  author, 
who  first  made  the  necessary  study  and  experiments  and 
then  wrote  the  bulletin  as  an  expert  in  the  employ  of  the 
U.  S.  Department  of  Agriculture;  that  the  Department  of 
Agriculture  has  a  large  force  of  experts  continually  con- 
ducting investigations  and  planning  for  the  betterment  of 
farming. 

Have  the  members  of  the  class  note  the  table  of  contents. 

From   a   hst   of  farmers'   bulletins,   have   each   member 


Lessons  on  Use  of  School  Library  69 

of  the  class  select  half  a  dozen  in  which  he  in  interested. 
This  will  give  some  idea  of  the  wide  range  of  topics  which 
the  series  covers.  For  a  complete  list  of  the  bulletins 
write  to:  U.  S.  Department  of  Agriculture,  Washington, 
D.  C. 

Now  take  up  how  farmers'  bulletins  can  be  secured, 
namely,  by  (1)  writing  to  Division  of  Publications,  U.  S. 
Department  of  Agriculture,  Washington,  D.  C,  or  (2)  to 
to  your  representative  in  Congress;  or  (3)  to  one  of  the  U.  S. 
Senators  from  your  state;  or  (4)  in  case  the  supply  for  free 
distribution  is  exhausted,  by  ordering  from  the  Superin- 
tendent of  PubUc  Documents,  Washington,  D.  C,  and 
paying  the  very  reasonable  price  asked.  The  most  certain 
way  of  getting  copies  free  of  charge  is  on  application  to 
one's  representative  or  senator  in  Congress.  Have  every 
pupil  in  the  class  send  for  one  or  more  bulletins  in  one 
of  these  ways  so  that,  taking  the  class  as  a  whole,  each 
method  of  securing  them  will  be  practically  illustrated. 
The  bulletins  sent  for  should  be  such  as  will  be  of  use  to 
the  school  or  to  the  parents  of  the  pupils  ordering  them. 

Teachers  desiring  advice  regarding  the  publications  of 
The  Department  of  Agriculture  or  other  matters  relating 
to  instruction  in  agriculture  would  do  well  to  write  to: 
Chief  Specialist  in  Agricultural  Education,  U.  S.  Depart- 
ment of  Agriculture,  Washington,  D.  C. 

How  to   File   the   Bulletins  for  Use 

Farmers'  bulletins  should  be  arranged  numerically  in 
pamphlet  boxes  (see  description  of  these  on  page  76).  On 
the  label  on  the  back  of  the  boxes  should  be  indicated  the 
numbers  which  are  contained  and  above  this  the  words 
"Agriculture"  and  "Farmers'  Bulletins,"  as  follow^s: 

Agriculture 

Farmers'  Bulletins 

Nos.  28  to  204 

For  each  bulletin  in  the  collection,  one  or  more  subject 
cards  should  be  made  out  and  placed  in  the  card  catalog. 
The  following  form  is  suggested : 

Silage 

The  making  and  feeding  of  silage.     Farmers'  bulletin 
No.  556.     1913. 

When  the  subject  cards  are  made  out,  the  subject  or 
subjects  used  should  be  written  in  the  upper  left-hand 
corner  of  the  title  page  of  the  bulletin.  This  wdll  indicate 
that  the  bulletin  is  cataloged. 

The  pupils  may  help  to  bring  about  this  arrangement  of 
the  bulletins  and  then  be  given  exercises  in  connection  with 
their  agriculture  lessons  in  its  use. 


70  Lessons  on  Use  of  School  Library 

Note.  Instead  of  such  an  arrangement,  the  bulletins  may  be  filed  by 
subjects,  like  the  rest  of  the  pamphlet  material. 

Yearbook 

The  Yearbook  of  the  U.  S.  Department  of  Agriculture  is 
an  "annual  cyclopedia  of  all  topics  relating  to  agricultural 
products,  their  cultivation,  improvement,  and  manufacture. 
The  illustrations  are  excellent  and  the  index  exhaustive." 
A  free  copy  may  be  secured  by  the  school  in  one  of  the  ways 
above  described  for  securing  farmers'  bulletins.  The  largest 
supply  for  free  distribution  is  at  the  disposal  of  represent- 
atives and  senators.  At  this  time  (1915)  500,000  copies 
are  printed  annually. 

Have  the  pupils  glance  through  the  book  at  their  seats; 
ask  them  to  look  carefully  at  the  title  page;  to  look  over  the 
table  of  contents  and  select  some  topic  to  look  over  more 
carefully  than  the  rest  of  the  book;  ask  them  to  note  the 
illustrations;  call  their  attention  to  the  statistical  tables  and 
the  index.  As  a  result  of  this  inspection  and  the  class  dis- 
cussion which  follows,  they  should  know  that  such  a  publi- 
cation is  issued  every  year  by  the  U.  S.  Department  of 
Agriculture;  that  it  is  for  free  distribution;  that  it  is  a  means 
of  learning  what  the  latest  investigations  of  the  various 
bureaus  and  divisions  of  the  Department  have  revealed  of 
benefit  to  the  farmer;  that  the  latest  agricultural  statistics 
for  each  state,  the  United  States,  and  the  world  are  given; 
and  that  finally  all  of  this  information  is  made  available  by 
means  of  an  index. 

Now  assign  a  lesson  in  using  the  book  for  reference; 
have  the  class  look  up  by  means  of  the  index  the  answers 
to  such  questions  as  the  following  (based  on  the  Yearbook 
of  1913;  the  latest  Yearbook  should  be  used): 

How  many  bushels  of  corn  were  produced  in  the  U.  S.  in  the  last  year 
for  which  the  statistics  are  given?  Was  more  produced  in  any  preceding 
year,  if  so,  when?  Which  State  had  the  highest  yield  per  acre,  and  how 
much  was  it?  Which  state  raised  the  most  corn  and  how  much?  Name 
some  promising  new  fruits,  grains  or  plants  and  tell  something  about  one 
of  them.  What  is  the  value  of  all  farm  property  in  the  U.  S.?  In  Wiscon- 
sin? What  has  been  the  increase  in  farm  values  in  the  United  States  in 
ten  years?    In  Wisconsin? 

PUBLICATIONS  OF  THE  AGRICULTURAL  EXPERIMENT  STA- 
TION   OF   THE    UNIVERSITY    OF    WISCONSIN 

The  bulletins  and  circulars  which  are  especially  suitable 
for  schools  will  be  found  listed  in  the  back  part  of  the  "List 
of  Books'for  Township  Libraries."    A  supply  of  these  especi- 


Lessons  on  Use  of  School  Library  71 

ally  suited  to  the  locality  should  be  at  hand  for  use  in  the 
school  work  and  for  the  purposes  of  this  lesson. 

First  have  the  pupils  interpret  the  title  page  as  in  the 
case  of  the  Farmers'  Bulletins  in  the  preceding  lesson.  The 
bulletins  are  issued  by  "Agricultural  Experiment  Station 
of  the  University  of  Wisconsin,"  also  known  as  "The  Uni- 
versity of  Wisconsin  Experiment  Station."  The  term  "Agri- 
cultural Experiment  Station"  should  be  explained  to  the 
class.  The  necessary  information  will  be  found  on  page  3 
of  Bulletin  No.  228,  of  January,  1913.  Have  the  pupils  tell 
the  use  of  the  "digest"  or  table  of  contents  on  the  page 
following  the  title  page. 

A  similar  study  should  be  made  of  the  "circulars"  issued 
by  the  Agricultural  Experiment  Station. 

Each  pupil  may  now  be  asked  to  send  for  one  bulletin  or 
circular  which  he  is  to  study  somewhat  carefully  and  report 
upon.  Bulletins  may  be  obtained  free  on  application  to  the 
Agricultural  Experiment  Station  of  the  University  of  Wis- 
consin, Madison.  Owing  to  the  large  demand  for  these  pub- 
lications, it  often  happens  that  titles  ordered  are  out  of 
stock;  hence  it  would  be  well  to  name  a  second  choice  when 
ordering. 

After  these  lessons  have  been  given,  the  agriculture  class 
should  make  much  use  of  the  publications  of  the  Experi- 
ment Station. 

The  bulletins  and  circulars  should  be  filed  and  cataloged 
as  above  suggested  for  the  Farmers'  Bulletins  of  the  U.  S. 
Department  of  Agriculture.  The  card  for  the  card  catalog 
may  be  made  out  as  follows: 

Swine. 

Pork  production  in  Wisconsin.  Bulletin  No.  242,  Agri- 
cultural Experiment  Station  of  the  U.  W.  1914. 

FARiMERS'  INSTITUTE  BULLETINS 

Object.     To  make  available  the  large  amount  of  valuable  agricultural 
information  contained  in  these  bulletins. 
Grades.     7-8. 
Class.     Agriculture. 

Preliminary 

Find  out  what  the  pupils  know  about  farmers'  institutes. 
It  is  likely  that  their  parents  have  attended  them  and 
possibly  some  of  the  pupils  also.  Get  at  the  nature  of  the 
discussions  in  farmers'  institutes. 

Tell  the  children  something  about  how  the  institutes  are 
arranged  for  any  community;  in  this  connection  they  should 
learn  about  the  office  of  Superintendent  of  Farmers'  In- 
stitutes and  the  conductors. 


72  Lessons  on  Use  of  School  Library 

Tell  them  about  the  round-up  institute  and  call  their 
attention  to  the  fact  that  the  farmers'  institute  bulletins 
contain  the  addresses  and  discussions  at  this  institute. 

Tell  them  how  the  bulletins  are  distributed  to  schools. 
They  are  sent  to  town  clerks,  who  distribute  them  to  the 
schools.  Individuals  can  secure  copies  by  writing  to  the 
Superintendent  of  Farmers'  Institutes,  Madison,  Wis.,  en- 
closing parcel  postage  at  the  pound  rate. 

Have  the  pupils  glance  through  one  or  more  of  the  latest 
farmers'  bulletins  to  get  an  idea  of  the  contents.  Ask  each 
one  to  make  a  list  of  three  or  four  topics  found  in  which  he 
is  most  interested. 

How   to   Use   the   Bulletins 

Now  call  their  attention  to  the  table  of  contents  as  a 
means  of  finding  material  on  any  given  topic. 

Ask  them  to  fmd  articles  on  ten  or  more  of  the  topics 
given  below.  All  these  topics  are  treated  in  the  issues  of  the 
farmers'  institute  bulletins  from  1911  to  1914,  inclusive, 
some  of  the  topics  being  treated  in  two  or  more  articles. 

The  pupils  should  be  taught  to  begin  their  search  with  the 
latest  bulletin  at  hand,  and  work  backward  to  the  earlier 
ones,  using  the  table  of  contents  in  each  bulletin.  They 
should  give  the  year  or  years  and  pages  where  each  is  dis- 
cussed, together  with  the  titles  of  the  articles.  They  should 
glance  through  each  article  sufTiciently  to  make  sure  that  it 
treats  of  the  topic  in  question.  By  selecting  topics  which  are 
to  be  studied  in  class,  time  will  be  saved,  as  the  pupils 
should  keep  the  lists  which  they  make  out,  after  they  have 
been  looked  over,  and,  if  need  be,  corrected  by  the  teacher. 

alfalfa;  barns;  birds;  butter;  calves;  cattle;  clearing  new  land;  clover; 
concrete;  cooking;  cooperation;  corn-growing;  testing  cows;  cooperative 
creameries;  milk;  dairying;  drainage;  farm  conveniences;  keeping  up  the 
fertility  of  the  soil;  feeds  and  feeding;  school  luncheons;  food  inspection; 
small  fruits;  fruit  trees;  gardening;  hay  making;  health  on  the  farm; 
breeding  of  hogs;  farm  homes;  horses;  live  stock;  serving  a  meal;  nursing; 
peas;  raising  potatoes;  poultry;  roads;  turnips;  rotation  of  crops;  seed; 
sheep;  silos  and  silage;  wheat;  soils;  tillage;  tuberculosis  (bovine). 

Cards  for  the  card  catalog  should  be  made  out  for  those 
subjects  treated  in  the  bulletins  which  will  prove  of  value 
as  agricultural  reference  material. 

Have  the  children  fmd  out  where  farmers'  institutes  have 
been  held  in  their  county  the  past  two  or  three  years.  See 
table  in  front  part  of  each  bulletin. 

After  the  above  lessons  have  been  given,  use  should  be 
frequently  made  of  the  bulletins  in  the  preparation  of  lessons 
for  the  class  in  agriculture.     If  a  farmers'  institute  is  held 


Lessons  on  Use  of  School  Library  73 

within  reach  of  the  school,  the  teacher  and  older  pupils 
should,  if  feasible,  attend  at  least  some  of  the  meetings  and 
take  notes  to  be  used  as  the  basis  for  class  discussions. 

N.  B.  Farmers  of  the  district  should  be  encouraged  to 
borrow  the  farmers'  institute  bulletins,  the  teacher  keeping 
careful  record  of  such  loans  and  requiring  that  the  bulletins 
be  returned  as  provided  for  other  school  library  books. 

ARBOR     DAY     MANUALS     AND     MEMORIAL     DAY 

ANNUALS 

Object.     To  make  available  the  reference  material  which  these  publi- 
cations contain. 
Grades.     7-8. 


Wisconsin  Arbor  And   Bird   Day   Manual 

Class.     Reading  or  nature  study. 

The  Arbor  Day  manuals  should  be  kept  on  file  and  used 
not  only  as  a  source  of  material  for  Arbor  Day  and  other 
programs,  but  also  for  reference  material  and  for  general 
reading  along  certain  lines.  As  to  a  method  of  filing  see 
page  76.  If  it  can  be  afforded,  and  they  are  in  good 
condition,  it  would  pay  to  have  the  accumulation  of  Arbor 
Day  manuals  bound  about  every  fifth  issue.  For  the  more 
important  articles  that  are  likely  to  be  of  use  for  reference, 
subject-analytic  cards  should  be  made  out  and  placed  in 
the  card  catalog.  Among  the  subject  headings  for  this 
purpose  the  following  are  suggested;  others  will  be  found  in 
the  list  of  subject  headings  in  the  List  of  Books  for  Town- 
ship Libraries. 

Birds;  (Birds  by  popular  names,  such  as  Robin,  Catbird,  etc.);  Birds' 
travels  (see  tables  of  "Observations  on  Wisconsin  Winter  Birds  and  Migra- 
tion Record"  in  back  part  of  the  manuals);  Birds — Protection:  Conser- 
vation; Fire  protection;  Flowers  and  forestry;  Forest  fires;  Forests — 
National;  Forests — State;  Mushrooms;  Parks;  Roads;  School  grounds; 
Trees. 

The  Arbor  Day  Annual  of  1909  contains  an  index  of  the 
material  in  the  annuals  from  1903  to  1909,  inclusive. 

Ask  each  of  the  pupils  to  find  and  read  in  the  last  two  or 
three  annuals  one  or  more  poems  which  he  likes;  to  read  a 
bird  description  which  interests  him;  to  read  and  give  the 
gist  of  some  article  on  forests;  to  give  the  approximate  date 
of  the  arrival  of,  say,  the  catbird  in  his  part  of  the  state 
(see  tabulations  in  back  of  manuals);  to  note  which  of  the 
birds  represented  by  colored  bird-plates  he  remembers 
to  have  seen;  to  read  an  article  on  bird  protection. 


74  Lessons  on  Use  of  School  Library 

Wisconsin  Memorial   Day   Annual 

Class.     History,  civics,  or  reading. 

The  above  general  suggestions  with  respect  to  the  Arbor 
Day  Manual  apply  in  large  part  to  the  Memorial  Day 
Annual.  The  Annual  of  1912  contains  an  index  of  the 
material  of  the  issues  up  to  and  including  that  year.  The 
following  partial  list  of  subject-analytic  headings  for  the 
card  catalog  are  given  to  illustrate  the  kinds  of  headings 
which  will  help  make  available  material  in  the  Memorial 
Day  annuals.  It  will  be  noted  that  American  history  sub- 
jects represented  indicate  that  there  is  considerable  material 
in  these  annuals  for  use  in  connection  with  the  study  of  our 
country's  history,  especially  that  of  the  Civil  War  and  related 
topics. 

Arbitration — International;  Gushing  brothers;  Declaration  of  Inde- 
pendence; Flags;  Gettysburg,  Battle  of;  Grant,  Ulysses  Simpson;  (The) 
Hague;  Lee,  Robert  Edward;  Lincoln,  Abraham;  Negroes:  Old  Abe 
(war  eagle);  Patriotism;  Peace;  Perry,  Oliver  Hazard;  Poetry — Collec- 
tions; Recitations  and  readings;  Sherman,  William  Tecumseh;  Slavery; 
Songs;  Star  spangled  banner — History  of;  U.  S.  History — Civil  War; 
War;  Washington,  George;  Wisconsin — Seal. 

To  acquaint  the  pupils  with  the  general  character  of  the 
contents,  an  exercise  like  the  following  is  suggested.  The 
material  is  to  le  found  in  the  Memorial  Day  Annuals  at 
hand.     The  pupils  are  toTmd: 

1.  An  article  on  the  life  of  Lincoln;  2.  Quotations  from  Lincoln;  3.  An 
article  on  the  seal  of  Wisconsin;  4.  Three  poems  on  the  American  flag; 
5.  An  article  on  the  Hague  Court;  6.  An  account  of  a  Wisconsin  man 
prominent  in  the  Civil  War;  7.  Look  through  the  last  two  annuals  and 
report  on  that  article  or  other  feature  which  most  interests  you. 

LIST  OF  BOOKS  FOR  TOWNSHIP    LIBRARIES 

Object.     To  make  this  publication  available  as  a  source  of  information 
relative  to  books  suitable  for  home  libraries. 
Grades.     7-8. 
Class.     Reading. 

In  a  short  talk  to  pupils  in  the  upper  grades, 
explain  the  law  under  which  the  school  annually 
receives  library  books  ordered  by  the  county  or  city  superin- 
tendent, the  so-called  township  library  law.  The  main 
features  of  this  law  are  given  in  the  front  part  of  the  List  of 
Books  for  Township  Libraries  of  1910-11;  it  may  also  be 
found  in  the  school  code.  After  this  preliminary  talk,  in 
which  the  fact  that  the  books  are  selected  from  the  List  of 


Lessons  on  Use  of  School  Library  75 

Books  for  Township  Libraries  is  emphasized,  the  pupils 
should  glance  through  the  latest  edition  to  get  a  general  idea 
of  its  contents  and  arrangement.  Ask  them  to  be  able  to 
answer  the  following  questions  as  a  result  of  their  examina- 
tion of  the  book. 

How  are  the  difYerent  classes  of  books  arranged,  (government,  fairy- 
tales, etc;  they  are  arranged  by  class  numbers,  and  then  in  each  class 
alphabetically  by  authors  and  titles;  in  fact,  they  are  arranged  as  the 
books  should  be  placed  on  the  shelves).  2.  What  is  given  for  each  title 
(catalog  number;  grades  for  which  suitable;  description,  publisher,  list 
price  and  price  to  districts;  comments;  class  number;  indicated  catalog- 
ing), 3.  What  indexes  are  there  to  help  find  any  book  listed?  (Author 
index  and  title  index)  4.  Where  is  the  list  of  publishers  with  addresses? 
5.  What  index  to  find  any  class  of  books?  (General  index)  6.  Where 
are  the  agricultural  bulletins  listed? 

Questions  like  the  following  will  help  pupils  to  use  the 
list  in  selecting  and  ordering  books  for  a  home  library,  for 
Christmas  presents  and  the  like. 

1.  Name  the  publishers  and  the  list  price,  and  price  to  districts  of: 
a.  Stories,  by  Hans  Christian  Andersen;  b.  Lion  and  Tiger  Stories  Retold 
from  St.  Nicholas;  c.  Around  the  W^orld  in  the  Sloop  Spray.  2.  If  you  had 
your  choice  what  book  on  the  polar  regions  would  you  prefer  of  those 
listed?  3.  Which  of  the  books  of  collective  biography?  4.  Select  a  book 
of  fairy  tales  for  a  boy  in  the  fourth  grade.  5.  Select  a  Mother  Goose 
book  for  a  little  brother  or  sister.  6.  Select  a  book  as  a  Christmas  present 
for  your  father  or  for  your  mother. 


OTHER  PUBLIC  DOCUMENTS 

Public  documents  and  similar  publications  not  herein 
given  space,  should,  if  their  usefulness  warrants  it,  receive 
attention  like  that  suggested  in  the  lessons  on  Farmers' 
Institute  Bulletins,  Wisconsin  Blue  Book,  Memorial  Day 
Annual,  etc.,  with,  of  course,  the  necessary  modifications. 

PAMPHLETS  AND  CLIPPINGS 

Object.  To  make  available  for  promoting  the  objects 
of  the  school,  helpful  material  in  pamphlets,  newspapers, 
magazines  and  other  pubUcations,  which  material  would 
otherwise  go  to  waste. 

MateriaL  Much  valuable  material  in  the  form  of 
pamphlets  and  clippings  is  unavailable  because  it  is  not  filed 
in  such  a  way  as  to  be  readily  accessible  when  needed.  As 
to  pamphlets,  this  has  special  reference  to  farmers'  bulletins, 
Arbor  Day  manuals.  Memorial  Day  annuals,  bulletins  of  the 
University  Extension   Division,   publications  of  the   State 


76  Lessons  on  Use  of  School  Library 

Board  of  Health,  and  the  like.  As  sources  of  clippings,  news- 
papers, magazines,  advertising  material,  books  to  be  dis- 
carded, etc.,  will  prove  ample.  Selection  should  be  based  on 
actual  class  and  school  needs. 

Pamphlet  boxes  and  folders.  Such  material  should 
be  kept  in  pamphlet  boxes  and  folders,  the  pamphlet  boxes 
being  especially  suitable  for  holding  the  larger  pamphlets 
and  those  in  series  (farmers'  bulletins  etc.)  and  serving  as 
alphabetical  guides  among  the  folders.  Pamphlet  boxes  may 
be  purchased  of  firms  dealing  in  library  supplies.  The 
folders  can  be  made  very  cheaply  by  purchasing  sheets  of 
stiff  Manila  paper  and  having  them  cut  up  into  the  proper 
size.  Fold  the  sheets  in  the  middle  lengthwise.  To  close 
the  folder  at  the  bottom,  cut  off  a  half-inch  strip  from  the 
bottom  of  one  leaf  and  fold  and  paste  on  this  leaf  the  pro- 
jecting margin  of  the  other  leaf.  Before  folding  this  pro- 
jecting margin,  trim  it  by  cutting  off  a  triangular  piece  at 
each  end. 

The  size  recommended  for  pamphlet  boxes,  inside  measure- 
ment, is  lOJ  inches  high  by  7  inches  deep  by  2  inches  to  2| 
inches  wide.  The  face  next  to  the  wall  as  the  box  stands  on 
the  shelf  should  be  left  uncovered  for  the  insertion  of  the 
pamphlets  and  clippings.  The  folders  should  be  made  of 
such  a  size  that  they  can,  if  desired,  be  easily  placed  in  the 
pamphlet  cases.  The  size  (after  folding)  of  10  by  Gf  inches 
will  serve  the  purpose. 

Subject  headings.  The  subject  contained  in  each 
pamphlet  case  should  be  written  neatly  and  plainly  on  a 
label  pasted  on  the  back  near  the  top  and  in  the  case  of  the 
folders  it  should  be  written  on  the  folder  near  the  top  and 
next  to  the  folded  edge.  Pamphlet  cases  and  folders  are 
then  to  be  arranged  on  the  shelves  alphabetically  by  subjects. 
The  folders  should  be  arranged  in  their  proper  places  alpha- 
betically between  the  pamphlet  cases.  They  may,  of  course, 
be  arranged  by  class  numbers  like  the  library  books.  This, 
however,  would  necessitate  more  entries  in  the  card  catalog 
in  order  to  make  the  material  readily  available  to  the  un- 
initiated. 

As  a  help  in  the  selection  of  subject  headings  for  the 
folders  and  pamphlet  boxes,  the  list  which  follows  is  given. 
It  has  been  prepared  largely  by  using  the  entries  of  this 
classification  table  in  the  List  of  Books  for  Township  Li- 
braries. Other  headings  should  be  used  whenever  need  for 
them  occurs.  The  list  of  subject  headings  in  the  back  part 
of  the  List  of  Books  for  Township  Libraries  of  1910-11  will 
be  found  helpful  in  selecting  appropriate  ones.  It  will  be 
noted  that  the  arrangement  in  the  following  list  is  alpha- 
betical except  for  the  subdivisions  of  U.  S.  history,  where  it 
is  chronological  by  periods.    The  headings  should  be  written, 


Lessons  on  Use  of  School  Library 


77 


not  only  on  the  pamphlet  boxes  and  folders,  but  also  on 
each  clipping  and  pamphlet  placed  therein,  so  that  the  ma- 
terial taken  out  may  be  replaced  in  its  proper  receptacle. 


Agriculture 
Agriculture 

Barley 
Agriculture 

Bees 
Agriculture 

Corn 
Agriculture 
Potatoes 
Agriculture 

Soils 
Agriculture 
Tobacco 
Agriculture 

U.  S.  Agricultural 

Dept. 
Farmers'  bulletins 
Agriculture 

U.  W.  Agricultural 

Experiment  Station 
Bulletins 
Agriculture 

U.  W.  Agricultural  Experiment 

Station, 
Circulars   of  information. 
Agriculture — Wisconsin 

Dairying 
Amusements  and  sports 
Animal  stories 
Animals 

Arbor  and  Bird  Day  manuals 
Astronomy 
Biography 
Birds 

Bookbinding 
Booklists 
Business  methods 
Chemistry 

Civics  (or  Government) 
Conduct  of  life 
Conservation 
Domestic  science 
Domestic  science 

Cooking 
Domestic  science 

Sewing 
Education 


Electricity 

Emblems 

European  War 

Fables 

Fairy  tales  and  folklore 

Fire  prevention  and  fire  protection 

Fish 

Flags 

Gardening 

Geography 

Africa 
Geography 

Asia 

Geography 

Australia 

Geography 

Canada 

Geography 

England 

Geography 

Europe 

Geography 

General 

Geography 

Hawaii 
Geography 

Japan 
Geography 

Mexico 
Geography 

North  America 
Geography 
Oceania 
Geography 

Panama  Canal 
Geography 

Philippine  Islands 
Geography 

Polar  regions 
Geography 

Porto  Rico 
Geography 

U.  S. 
Geography 

U.  S.— East 
Geography 
U.  S.— West 


78 


Lessons  on  Use  of  School  Library 


Geography 

South  America 
Geography 

Wisconsin 
Geology  (earth,  minerals) 
Gymnastics 
Health  and  sanitation 
Health  and  sanitation 

First  aid  in  illness  and  injury 
Health  and  sanitation 

Tuberculosis 
History 

Ancient 
History 

Canada 
History 

China 
History 

England 
History 

France 
History 

Germany 
History 

General  history 
History 

Greece 
History 

Italy 
History 

Japan 
History 

Medieval 
History 

Mexico,  Central  America, 
West  Indies 
History 

Modern 
History 

Rome 
History 

Russia 
History 

Scandinavian 
countries 
History 

Scotland 
History  ^ 

Spain 
History 

U.  S. 


History 

U.  S. — Discovery  and 
exploration 
History 

U.  S. — Colonial 
times 
History 

U.  S. — Revolution 
History 

U.S.— Middle  period  (1789-1861) 
History 

U.  S.— War  of  1812 
History 

U.  S. — Mexican  War 
History 

U.  S.— Civil  War 
History 

U.  S.— Since  the  Civil  War 
History 

U.  S. — Separate  states  and 
separate  sections  of  the  U.  S. 
History 

Wisconsin 
Holidays 
Industries 
Insects 
Inventions 
Indians 
Langauge 
Machinery 
Man — Primitive 
Manners 
Manual  training 
Memorial  Day  annuals 
Myths 

Natural  Science 
Navies 
Painting 
Peace 

Photography 
Physics 
Pictures 
Plants 
Plays 
Poetry 
Quotations 

Recitations  and  readings 
Roads 
Sculpture 
Songs 
Vocational  guidance 


Lessons  on  Use  of  School  Library  79 

Occasionally  the  material  filed  should  be  gone  over  and 
that  which  is  of  little  or  no  further  use  discarded. 

Note.  The  geography  material,  if  preferred,  may  be  arranged  by 
names  of  countries,  without  the  use  of  the  heading  "Geography."  Like- 
wise the  material  on  some  special  phase  of  agriculture,  such  as  soils,  may 
be  filed  without  the  heading  "Agriculture."  History  material  may  be 
filed  under  the  name  of  the  country.  This  will  scatter  the  material  in  the 
files,  but  may  require  less  instruction  in  the  use  of  the  filing  system. 

Training  in   the   Use   of  Filed   Material 

Grades.     6-7. 

Class.     Geography,  or  general  exercises. 

Material.     See  the  article  on  Pamphlets  and  Clippings,  page  75. 

When  enough  pamphlets  and  clippings  have  been  filed  to 
make  it  worth  while,  the  pupils  should  be  given  training  in 
readily  fmding  the  material  on  any  given  subject  which  is 
contained  in  the  collection.  For  this  purpose,  have  at  hand 
a  list  of  the  subject-headings  used.  Then  ask  the  pupils  to 
fmd  and  bring  to  the  class  what  there  is  in  the  collection  on 
given  subjects.  When  this  training  has  been  given,  they 
should  be  expected  voluntarily  to  make  use  of  the  filed  ma- 
terial in  connection  with  their  studies.  The  teacher  should 
in  advance  ascertain  what  the  pamphlet  boxes  and  folders 
contain  which  will  be  of  use  in  the  various  classes,  so  that 
he  may  properly  direct  the  pupils  in  this  kind  of  reference 
work. 

THE  DAILY  NEWSPAPER 

Object.  To  help  the  young  people  to  become  intelligent,  discrim- 
inating, and  purposeful  readers  of  daily  newspapers;  to  "connect  news- 
papers with  daily  life  interests  of  pupils  as  citizens  of  to-morrow." 

Grades.     8-10. 

Class.  Civics  or  history  (or  general  exercises  in  graded  school  or  high 
school).  Special  features  may  be  studied  in  other  classes;  for  example, 
advertisements  and  market  reports  may  be  taken  up  in  commercial  classes. 

Materials.  Enough  duplicate  copies  of  the  same  issue  of  a  large  city 
daily  which  circulates  in  the  community  to  supply  one  to  each  member  of 
the  class;  one  or  more  issues  of  several  other  daily  newspapers  of  the  same 
date.    A  daily  which  comes  regularly  to  the  school. 

Analysis   of  Contents 

With  the  same  issue  of  a  daily  newspaper  in  their  hands, 
have  the  pupils  classify  the  contents  under:  (1)  news;  (2) 
editorials;  (3)  special  articles,  such  as  those  dealing  with 
history,  geography,  and  science;  (4)  advertisements;  (5) 
illustrations   (including  cartoons  and  comics);    (6)   Fiction 


80  Lessons  on  Use  of  School  Library 

(short  stories,  continued  stories);  (7)  practical  advice  and  use- 
ful information  on  household  arts,  health,  agriculture,  and 
the  Hke;  (8)  information  respecting  the  paper  itself  (terms 
of  subscription,  etc.);  (9)  book  reviews,  musical,  dramatical, 
and  art  criticisms. 

In  the  course  of  this  analysis,  make  the  distinction  between 
general  news  and  classified  news,  by  the  former  being  meant 
that  which  is  arranged  "hit  and  miss"  and  by  the  latter  that 
which  is  arranged  by  subject,  such  as  society  news,  sporting 
news,  and  market  reports.  Note  that  the  number  of  news 
articles  given  on  the  first  page  is  increased  by  beginning 
articles  there  and  continuing  them  elsewhere.  Observe  that 
the  local  news  is  usually  assembled  on  one  page. 

Have  the  class  note  the  location  of  these  various  features 
of  the  paper.  Study  in  a  similar  way  some  other  newspaper 
and  note  the  differences. 

As  a  result  of  this  analytical  study,  the  pupils  should  know:  (1)  that  the 
principal  general  news  is  given  on  the  front  (first)  page;  (2)  that  less  im- 
portant news  is  placed  on  other  pages;  (3)  that  certain  classes  of  news, 
unless  of  sufficient  importance  to  be  placed  on  the  front  page,  are  grouped 
together,  such  as  (a)  society  news,  (b)  sporting  news,  (c)  market  reports; 
(4)  that  the  editorials  are  on  a  certain  page,  which  usually  also  has  at  the 
head  of  the  first  column  the  terms  of  subscription  and  other  information 
respecting  the  paper  itself;  (5)  that,  supplementing  the  news,  there  are 
likely  to  be  historical,  biographical,  geographical,  scientific,  technical,  and 
other  articles  on  topics  of  current  interest;  (6)  that  additional  material  is 
likely  to  include  practical  advice  and  useful  information  (health,  fashion, 
patterns,  sketches,  etiquette),  humor  (in  columns  or  scattered  jokes,) 
book  reviews  and  other  criticisms  (musical,  etc.);  (7)  where  the  larger  dis- 
play and  the  classified  advertisements  are  located  and  where  the  terms  to 
advertisers  are  given;  (8)  the  object  of  cartoons. 

Miscellaneous  matter  inserted  to  fill  up  space,  known  as 
"fillers"  (usually  reprinted  from  other  papers)  should  be 
pointed  out  by  the  teacher  and  the  pupils  taught  to  recognize 
it  as  far  as  possible;  such  material,  unless  it  is  especially  con- 
nected with  the  interests  of  the  reader,  should  be  left  unread. 


Selection  and  Classification  of  General  News 

Bring  to  the  attention  of  the  pupils  the  different  kinds  of 
general  news  as  to  the  place  of  origin;  that  is,  foreign  news, 
national  news,  state  news,  and  local  news.  Give  an  exercise 
in  classifying  the  news  on  this  basis  in  an  issue  of  some  daily 
paper  a  copy  of  w^hich  is  in  the  hands  of  each  pupil. 

Now  teach  the  classification  of  news  by  subject;  that  is 
political  news,  war  news,  pohce  news  and  crime,  commercial 
news,  shipping  news,  educational  news,  sporting  news, 
society  news,  etc.    Point  out  the  harmful  effect  of  paying  too 


Lessons  on  Use  of  School  Library  81 

much  attention  to  news  of  crime,  sporting  news,  and  trivial 
news.  Distinguish  between  significant  news,  news  that  will 
be  important  in  the  future,  and  trivial  news,  new^s  which  will 
be  forgotten  to-morrow  or  next  week.  Show  that  some  news 
stories  are  mainly  for  entertainment. 

Divide  the  class  into  groups  of  two  or  three,  or  other  con- 
venient number.  Have  each  group  clip  the  most  important 
news  from  some  daily  paper  or  papers  each  day  for,  say,  a 
week  and  arrange  the  chppings  on  a  bulletin  board  where  all 
may  read  them.  Restrict  the  total  space  available.  Ask 
the  class  questions  on  the  news  posted  from  day  to  day.  At 
the  end  of  the  week  mark  the  standing  attained  in  view  of 
the  good  judgment  shown  in  selection. 

Have  each  pupil  make  a  series  of  clippings  showing  the 
development  from  day  to  day  of  some  important  piece  of 
news. 

A  similar  exercise  in  selecting  and  arranging  the  clippings 
by  subjects  would  be  helpful. 

A  competition  in  selecting  a  set  of  cartoons  and  interpret- 
ing them  w^ould  be  worth  w^hile. 

How  a  Newspaper  is   Made 

Have  the  class  compare  the  amount  of  reading  in  a  large 
daily  newspaper  (60,000  to  80,000  words)  with  that  of  a 
good-sized  library  book.  It  will  be  about  the  same.  Com- 
pare their  cost.  The  new^spaper  sells  for  one  or  two  cents; 
the  library  book  for  perhaps  eighty  cents.  Compare  the 
number  printed;  newspapers  perhaps  several  hundred  thou- 
sand, books  only  a  few  thousand  as  a  rule.  Compare  the 
time  required  to  produce  each;  the  book  several  months, 
perhaps,  the  paper  a  few  hours,  some  parts  of  it  only  a  few 
minutes.  Practically  all  news  up  to  2  o'clock  in  the  morning 
is  included  in  a  morning  paper  which  goes  to  press  a  few 
minutes  later  and  is  printed,  folded,  and  ready  for  distri- 
bution by  about  3:30  o'clock  (the  early  mail  edition,  1:30, 
and  the  local  edition,  4:30,  not  included).  It  must  then  be 
distributed  within  a  radius  of  two  or  three  hundred  miles 
inside  of  a  few  hours.  In  the  case  of  an  evening  paper,  news 
up  to  about  2  o'clock  is  included  and  yet  at  about  3:30  to 
5  o'clock  the  newsboys  are  on  the  streets  selling  it.  Many 
newspapers  print  several  editions  daily.  The  class  should 
be  made  to  realize,  that  all  this  requires  a  most  efficient  and 
smoothly  working  organization.  Speed  is  of  course  the 
great  need  from  first  to  last.  In  this  connection,  have  the 
class  fmd  out  when  the  morning  papers  reach  their  town  and 
w^hen  the  evening  papers  come. 

In  company  with  the  teacher,  a  visit  should  be  made  by 
the  class  to  some  newspaper  establishment  and  the  various 
steps  in  the  making  of  the  paper  observed.     Previous  ar- 


82  Lessons  on  Use  of  School  Library 

rangement  will  have  to  be  made  with  the  publisher,  and  it 
would  be  well  for  the  teacher  to  observe  the  process  himself 
before  making  the  visit  with  the  class.  Such  instruction 
should  be  given  the  pupils  before  their  visit  as  may  be 
necessary  to  awaken  their  interest  and  enable  them  more 
quickly  to  interpret  what  they  will  be  shown.  If  the  plant 
of  some  daily  newspaper  is  not  within  reach,  use  should  be 
made  of  that  of  the  local  weekly  paper;  this  will  to  an  extent 
help  the  class  understand  a  description  of  the  making  of  a  daily 
paper.  A  carefully  arranged  excursion  to  a  neighboring  city 
for  the  purpose  of  observing  the  process  itself  would  be  well 
worth  while. 

There  are  three  departments  concerned  in  the  making  of  a 
newspaper.  The  business  department  sees  to  getting  sub- 
scribers and  advertisements,  collects  the  money  for  these, 
pays  the  expenses,  and  must  plan  to  have  enough  left  to  pay 
over  to  the  owners  of  the  paper  a  reasonable  return  on  the 
money  invested.  The  editorial  department  prepares 
what  shall  be  printed  in  the  paper.  The  printing  depart- 
ment sees  to  the  printing. 


Business   Department 

At  the  head  of  the  business  department  is  the  business  manager,  who 
has  as  assistants  the  circulation  manager,  the  advertising  manager,  and 
the  cashier.    The  names  denote  their  duties. 


Editorial   Department 

The  editorial  department  has  charge  of  (1)  the  news  and  (2)  the  edi- 
torials. First  the  news  must  be  gathered;  then  it  must  be  written,  after 
which  it  is  edited,  that  is,  corrected  or  otherwise  changed  in  form.  At  the 
head  of  all  this  work  is  the'managing  editor. 

The  gathering  and  writing  of  local  news  is  supervised  by  the  city  editor. 
The  actual  work  is  done  by  reporters  who  work  under  his  direction.  When 
they  hand  in  written  "stories"  or  accounts  of  news,  the  city  editor  or  the 
copy  readers  read  them  over  and  make  such  changes  as  may  be  necessary 
to  put  the  articles  in  shape  for  publication  within  the  space  available. 
The  copy  readers  also  write  the  headlines. 

The  news  of  the  state,  nation,  and  foreign  countries,  which  comes  by 
telegraph,  telephone,  or  mail,  is  in  charge  of  the  telegraph  editor.  This 
news  is  sent,  as  a  rule,  by  some  press  association  to  which  the  paper  be- 
longs. The  principal  news  distributing  agencies  are  the  Associated  Press, 
which  supplies  news  to  both  morning  and  evening  papers,  and  the  United 
Press,  which  serves  evening  and  Sunday  morning  papers.  These  associa- 
tions receive  the  news  from  correspondents  located  in  many  news  centers. 
Newspapers  usually  supply  news  from  their  own  localities  to  the  press 
associations  to  which  they  belong.    Newspapers  also  have  their  own  cor- 


Lessons  on  Use  of  School  Library  83 

respondents  in  different  places  to  supplement  the  service  of  the  press 
associations. 

Certain  editors  have  charge  of  special  kinds  of  news;  such  are  the  sport- 
ing editor,  society  editor,  and  market  editor,  titles  which  are  self-explana- 
tory. An  exchange  editor  clips  and  edits  such  material  printed  in  other 
papers  as  may  be  worth  reprinting. 

The  news  editor  has  charge  of  "making  up"  the  paper;  that  is,  he  ar- 
ranges where  each  piece  of  news  is  to  appear  in  the  paper.  For  this  reason, 
his  work  is  done  in  the  room  where  the  type  is  set  up  by  machine  or  by 
hand  and  known  as  the  composing  room. 

The  artists  prepare  the  pictures  or  "cuts;"  cartoonists,  the  cartoons. 

A  librarian  is  in  charge  of  the  reference  books  and  other  reference 
material.  The  latter  includes  short  biographical  sketches  and  photographs 
of  prominent  persons,  which  are  filed  so  as  to  be  ready  for  instant  use 
when  important  news  is  connected  with  any  one  of  them,  such  as  election 
to  ofTice  or  death.    This  collection  is  known  as  the  "morgue." 

The  Editorials 

"The  editorials  of  a  newspaper  attempt  to  interpret  and  explain  the 
news,  or  to  make  the  news  the  basis  of  argument  upon  issues  growing  out 
of  questions  of  the  day.  The  attitude  taken  by  a  newspaper  on  the  ques- 
tions at  issue  is  determined  by  what  is  known  as  its  'editorial  policy.'  " — 
"Newspaper  Writing  and  Editing,"  by  Bleyer. 

The  editorials  are  written  by  the  editor-in-chief,  by  an  "editorial  writer," 
or  by  some  one  else  under  his  direction.  Editorials  are  at  times  written 
by  persons  not  in  the  regular  employ  of  the  newspaper  or  by  members  of 
the  news  department.  The  owners  of  the  paper  may  determine  the  stand 
which  the  editorials  shall  take  on  certain  questions.  In  such  cases,  the 
editor  may  at  times  express  views  opposed  to  those  which  he  holds  per- 
sonally. 

It  is  through  their  editorial  columns  that  newspapers  have  performed 
many  of  their  most  valuable  services  to  the  public.  This  is'  especially 
true  of  those  newspapers  whose  editorials  are  known  to  be  sane  expres- 
sions of  unbiased  opinion.  A  notable  example  is  the  influence  exerted  by 
the  New  York  Tribune  under  the  editorship  of  Horace  Greeley,  if  some 
mistaken  policies  with  respect  to  the  Civil  War  are  excepted. 

Printing   Department 

When  the  news,  editorials,  and  advertisements  have  been  written,  how 
are  they  put  into  print? 

The  reading  matter  is  set  up  on  linotype  or  monotype  machines,  which 
are  provided  with  a  keyboard  somewhat  like  that  of  a  typewriter.  Letters 
are  impressed  on  molten  type  metal.  Linotype  machines  set  each  line 
in  a  solid  piece;  monotype  machines  cast  each  letter  separately — hence 
the  names  linotype  and  monotype.  For  parts  requiring  special  type  not 
provided  by  the  machines  in  use,  the  typesetting  is  done  by  hand. 

The  type  is  placed  in  long  pans  known  as  "galleys  "     Proof  is  printed 


84  Lessons  on  Use  of  School  Library 

from  these  on  long  sheets  of  paper,  and  after  the  necessary  corrections 
have  been  made,  as  indicated  by  the  proof  readers,  the  type  is  put  to- 
gether in  page  form  by  so-called  "makeup"  men  in  the  composing  room. 
The  "forms"  for  the  different  pages  are  then  taken  to  the  stereotyping 
room.  Here  a  mold  or  "mat"  of  each  page  is  made  on  paper  pulp.  This 
is  bent  into  semicircular  shape  in  a  casting  box.  Molten  lead  is  poured 
into  the  casting  box,  thus  making  for  each  page  a  semicircular  lead  plate. 
These  plates  go  to  the  press  room,  where  they  are  locked  in  the  cylinders  of 
the  printing  press.  Here  they  are  automatically  inked  and  pass  over 
paper  which  is  supplied  from  a  great  roll.  In  this  way  each  plate  prints  a 
page  of  the  newspaper.  As  the  print  paper  passes  through  the  press  it  is 
cut,  automatically  counted,  folded,  and  the  paper  comes  out  ready  for 
distribution. 

Why  Read  the  Newspaper 

Have  the  pupils  tell  why  we  should  read  the  daily  papers. 
Write  on  the  blackboard  the  gist  of  the  statements  made. 
Discuss  them  and  add  to  them.  The  following  reasons  are 
given  in  the  way  of  suggestion. 

1.  To  know  what  of  significance  is  taking  place  in  politics  and  gov- 
ernment, commerce,  industries,  and  other  important  departments  of 
man's  activities. 

2.  To  learn  about  inventions  and  discoveries  of  various  kinds. 

3.  To  learn  of  new  ideas  and  theories. 

4.  To  keep  in  touch  with  the  general  trend  of  events. 

5.  To  help  us  discharge  our  duties  as  citizens. 
6..  To  help  us  protect  our  rights. 

7.  To  increase  our  ability  to  serve  others. 

8.  To  increase  our  sympathy  for  our  fellow  man. 

9.  To  help  us  in  our  daily  work. 

10.  To  add  to  the  pleasure  we  take  in  life. 

11.  To  provide  recreation. 

12.  To  take  advantage  of  advertisements  and  market  quotations. 

13.  To  keep  informed  of  the  newer  developments  relating  to  health, 
household  affairs,  housing,  and  other  matters  concerned  with  the  welfare 
of  the  individual. 

14.  To  increase  our  general  intelligence  and  to  broaden  our  outlook 
upon  life. 

How   to   Read  Newspapers 

Have  the  pupils  estimate  how  much  time  it  would  take  to  , 
read  all  except  the  advertisements  in  one  of  the  daily  papers 
most  commonly  read  in  their  locality.  This  they  can  do  by 
observing  how  long  it  takes  to  read  one  fairly  representative 
column  and  then  multiplying  this  time  by  the  number  of 
columns  of  reading  matter.  Suppose  the  average  time  of  the 
class  is  two  and  a  half  hours.  Have  a  similar  estimate  made 
of  the  time  required  to  read  one  of  the  huge  Sunday  papers. 

Ask  them  if  they  think  it  would  be  profitable  to  spend  so 


Lessons  on  Use  of  School  Library  85 

much  time  in  that  kind  of  reading.  The  large  number  and 
widely  various  needs  of  the  readers,  the  haste  with  which 
the  paper  is  prepared,  the  unreliablity  of  much  that 
passes  for  news,  and  the  better  use  that  could  be  made 
of  most  of  this  time,  all  point  to  the  folly  of  such  intensive 
reading  of  newspapers.  The  pupils,  by  questioning  and 
instruction  on  the  part  of  the  teacher,  can  readily  be  made 
to  see  this. 

They  may  now  be  asked  to  tell  how  much  time  they  think 
can  profitably  be  spent  in  reading  the  daily  paper.  A  quarter 
of  an  hour  daily,  more  or  less,  is  ample  for  one  who  reads  with 
facility.    Ten  minutes  is  often  enough. 

The  problem  is  how  to  use  these  few  minutes  to  the  best 
advantage.  There  should  be  a  definite  plan  of  going  about 
the  reading  of  the  paper.  The  following  method  is  suggested : 
L  Look  over  the  headlines  on  the  front  page  and  select  for 
reading  only  the  parts  in  which  you  are  or  should  be  in- 
terested. 2.  Turn  to  the  editorial  page  and  select  for  reading 
at  least  some  of  the  comments  on  and  interpretation  of  news 
and  current  issues,  that  is,  the  editorials.  3.  Glance  over 
the  other  pages  to  catch  what  is  important.  4.  When  you 
have  started  to  read  an  article  which  turns  out  to  be  of  no 
interest  or  value  to  you,  drop  it  and  look  for  the  next  article 
worth  while.  Train  yourself  to  be  rapid  in  making  such  dis- 
coveries; don't  waste  your  time  by  reading  to  the  end  and 
then  finding  you  have  been  "sold"  (like  in  reading  skillfully 
worded  advertisements  parading  as  reading  matter  down  to 
the  very  last  line).  It  is  well  for  the  reader  of  newspapers  to 
bear  in  mind  that  the  summary  is  given  at  the  beginning 
of  an  article.  Often  this  summary  or  "lead"  is  all  that  one 
should  read.  It  will  usually  disclose  whether  or  not  the  rest 
of  the  article  is  worth  reading.  Skillful  use  of  the  headlines 
and  "leads"  will  save  much  of  the  reader's  time.  5.  Glance 
through  the  advertisements  and  look  more  closely  at  those 
which  may  be  of  interest  to  you.  6.  Time  yourself  for  a  while 
until  you  have  the  right  habit  as  to  time  spent  on  daily 
papers. 

Drill  may  with  profit  be  given  the  class  in  reading  a  daily 
paper  in  this  or  some  other  effective  w^ay.  Hand  each  pupil 
a  copy  of  the  day's  paper,  which  they  have  not  already  read. 
Ask  them  to  read  the  paper  in,  say,  fifteen  minutes.  Collect 
the  papers  and  have  them  write  a  summary  of  what  they  have 
read.  Discuss  the  summaries  with  them,  especially  with 
reference  to  what  they  selected  for  reading.  Give  this 
exercise  several  times  at  intervals  of  a  week.  The  discussions 
should  include  the  consideration  of  the  value  of  special 
features  and  classes  of  news.  For  instance:  Is  it  worth 
while  to  spend  a  large  proportion  of  the  time  devoted  to  the 
paper  in  reading  the  sporting  page?  The  distinction  between 


86  Lessons  on  Use  of  School  Library 

trivial  news  and  significant  news  should  be  made  clear;  the 
former,  news  forgotten  the  next  day  or  the  next  week,  the 
latter,  that  which  will  be  of  importance  in  the  future,  perhaps 
make  history. 

In  connection  with  questions  as  to  whether  certain  articles 
or  statements  of  the  paper  are  in  accordance  with  the  facts, 
the  matter  of  judging  the  reliability  of  news  should  be  dis- 
cussed. The  aim  should  be  to  prevent  on  the  one  hand  the 
habit  of  thinking  that  because  *'it  stood  in  the  paper"  it  must 
be  so  and  on  the  other  hand  the  tendency  to  discredit  all 
that  does  not  agree  with  the  preconceived  notions  of  the 
reader. 

The  pupils  may  be  asked  to  name  some  causes  of  uninten- 
tional mistakes  on  the  part  of  newspapers.  Among  these 
the  following  may  be  mentioned :  the  dependence  for  practi- 
cally all  news  on  statements  of  eye  witnesses  and  participants 
whose  stories  often  differ  greatly;  going  to  press  before  the 
final  returns  are  in,  as  in  case  of  an  election;  misunderstand- 
ing of  news  reported  by  phone  or  telegraph;  false  reports 
for  which  the  newspaper  is  not  responsible;  haste  in  order  to 
get  the  paper  out  on  time;  typographical  errors;  uninten- 
tional errors  in  building  a  newspaper  article  on  but  few 
known  facts;  unconscious  effects  of  prejudice,  especially  in 
political  matters. 

To  the  above  may  be  added:  the  temptation  to  exaggerate 
a  piece  of  news  in  order  to  create  a  sensation  and  help  sell  the 
paper  (note  the  use  of  headlines  in  this  connection) ;  the  re- 
luctance to  print  anything  to  the  disadvantage  of  the 
owner's  interests,  or  of  the  party,  faction,  or  issue  which  the 
paper  is  supporting;  timidity  with  respect  to  influential  per- 
sons and  powerful  organizations;  "axes  to  grind"  of  various 
kinds.  Nevertheless,  newspapers  as  a  rule  endeavor  to 
give  their  readers  the  facts  as  nearly  as  they  can  be  ascer- 
tained. 

In  judging ^the  reliability  of  what  appears  in  any  news- 
paper, the  above  sources  of  mistakes  need  to  be  kept  in 
mind.  The  reader  will  often  be  helped  in  such  judging  by 
reading  two  papers  with  opposite  interests  and  policies. 

Practical  Application 

Once  a  week,  at  least,  there  would  be  a  general  exercise 
in  current  events  in  which  the  things  learned  about  news- 
papers should  fmd  practical  application. 

Local   Weekly  Newspapers 

The  place  filled  by  the  local  weekly  newspaper  in  the 
smaller  communities  can  be  taken  up  with  profit.     Among 


Lessons  on  Use  of  School  Library  87 

the  topics  which  suggest  themselves  are:  (1)  promoting  co- 
operation in  the  community;  (2)  giving  pubUcity  to  local 
questions  of  public  interest;  (3)  advertising  local  business 
firms;  (4)  defending  local  business  against  encroachments 
from  the  outside;  (5)  promoting  movements  for  improve- 
ments in  educational  advantages,  public  recreation,  and  the 
like. 

It  would  be  well  to  invite  the  local  editor  to  talk  to  the 
class  on  the  services  of  the  local  weekly  newspaper  to  the 
community. 

Trade  Periodicals 

The  pupils  should  be  made  aware  of  the  fact  that  practi- 
cally every  profession,  trade,  or  industry  has  its  periodical 
publications,  often  a  bewildering  number  of  them.  In  a  farm- 
ing community,  the  agricultural  journals  will  serve  as  an 
example  of  these.  They  should  be  studied  and  used  in  con- 
nection with  the  work  of  the  agriculture  class.  In  cities, 
especially,  a  collection  of  trade  periodicals  should  be  looked 
over  by  the  class,  followed  by  a  discussion  of  the  importance 
of  such  publication  to  the  occupations  in  whose  interests 
they  are  issued. 

Further  Information 

To  the  teacher  or  student  who  desires  fuller  information  with  reference 
to  newspapers,  the  following  books  are  recommended: 

Bleyer,  W.  G.  Newspaper  writing  and  editing.  Houghton,  Mifflin  Co., 
Chicago.    $1.65. 

Given,  J.  L.    Making  a  newspaper.    Henry  Holt  &  Co.,  N.  Y.  $1.50. 


MAGAZINES 

Object.  To  introduce  the  pupils  to  those  magazines  with  which  they 
should  be  acquainted,  to  have  them  learn  their  principal  characteristics, 
how  to  select  magazines,  how  to  read  them,  and  how  to  use  them  for  refer- 
ence. 

Grades.     8-10. 

Class.     Reading. 

Materials.  At  least  one  copy,  better  several,  of  each  of  the  magazines 
to  be  studied. 

In  order  to  help  the  pupils  to  help  themselves  in  the  selec- 
tion of  magazines  for  their  future  reading,  it  is  recommended 
that  a  study  be  made  of  those  in  the  following  list.  The  pub- 
lishers will  doubtless  be  willing  to  supply  sample  copies  for 
the  purpose  if  the  use  to  be  made  of  them  is  explained.  In 
many  school  districts,  it  is  likely  that  copies  of  some  of  the 
magazines  can  be  borrowed  from  resident  subscribers.  It 
would  be  well  to  have  at  hand  copies    of  two    or    three 


88  Lessons  on  Use  of  School  Library 

issues  of  each  magazine  to  be  studied.  No  attempt  should 
be  made  to  study  a  magazine  of  which  a  sample  copy  is 
not  at  hand. 

American  Magazine  (N.  Y.);  Atlantic  Monthly  (Boston);  Century 
Magazine  (N.  Y.);  Collier's  National  Weekly  (N.  Y.);  Delineator  (N.  Y.); 
Everybody's  Magazine  (N.  Y.);  Good  Housekeeping  (Springfield,  Mass.); 
Harper's  Magazine  (N.  Y.);  Independent  Weekly  Magazine  (N.  Y.); 
Ladies'  Home  Journal  (Philadelphia);  Literary  Digest  (N.  Y.);  National 
Geographic  Magazine  (Washington,  D.  C);  Outlook  (N.  Y.);  Popular 
Mechanics  (Chicago);  Review  of  Reviews  (N.  Y.);  St.  Nicholas  (N.  Y.); 
Saturday  Evening  Post  (Philadelphia);  Scientific  American  (N.  Y.); 
Scribner's  Magazine  (N.Y.); Survey  (N.  Y.);  System  (Chicago);  World's 
Work  (N.  Y.);  Youth's  Companion  (Boston). 

Two  or  three  magazines  should  first  be  studied  as  a  class 
exercise,  the  teacher  questioning,  directing,  and  helping  in 
such  a  way  as  to  make  the  pupils  able  to  study  the  rest  of  the 
magazines  independently.  Place  the  following  topics  on  the 
board  and  study  each  magazine  with  reference  thereto, 
omitting  such  topics  as  are  of  no  special  significance  so  far 
as  the  particular  magazine  studied  is  concerned,  Have 
the  pupils  first  look  through  the  magazine  and  then  only  refer 
to  it  as^^may  be  necessary  in  connection  with  the  various 
topics. 

In  order  to  save  time,  it  may  be  necessary  to  assign  cer- 
tain magazines  to  certain  groups  or  individual  members  of 
the  class  to  study  and  report  upon  to  the  rest  of  the  class. 
However,  no  such  reports  should  be  made  until  the  other 
pupils  have  at  least  glanced  through  one  or  more  copies  of 
the  magazines  to  be  reported  upon. 

Publication  items.  Name  of  magazine;  where  published;  by  whom 
published;  editor,  if  well  known;  monthly  or  weekly;  subscription  price; 
price  per  single  copy. 

Stories.  Does  it  contain  stories  (fiction)?  Are  the  stories  a  principal 
or  minor  feature?    Are  any  of  them  "continued  stories?" 

Current  events.  Does  it  seem  to  cover  most  or  all  of  the  important 
events  or  only  a  few  or  none? 

Editorials.     Are  there  editorials?    Many  or  few? 

Contributors.  Are  there  articles  by  noted  persons?  By  competent 
specialists? 

Travel.  Are  there  accounts  ot  travels  in  our  own  country  or  foreign 
countries? 

Biography.     Are  there  accounts  of  noted  persons? 

History.     Are  there  articles  relating  to  past  events? 

Nature  and  Science.  Are  these  given  attention?  If  so,  what  phase 
(bird-life,  plants,  etc.)? 

Inventions. 

Home.  Are  there  special  articles  on  the  home?  Cooking?  Sewing? 
House  building?     Children? 


Lessons  on  Use  of  School  Library  89 

Health.     Are  there  articles  telling  people  how  to  keep  well? 

Art.     Are  music,  painting,  architecture  given  space? 

Poetry.     If  poems  are  included,  are  they  from  present  or  past  writers? 

Book  reviews.  Are  book  reviews  an  important  feature  of  this  maga- 
zme? 

Sports.     Baseball,  football,  etc. 

Humor.     Are  there  collections  of  short  "funny  stories"? 
Any  longer  humorous  articles  or  stories? 

Peace.  Is  the  peace  movement  given  a  place?  Are  there  accounts 
of  wars? 

Finance.  Are  there  articles  giving  information  of  value  to  investors? 
Insurance? 

Advertisements.  Space  taken  up?  Mixed  with  reading  matter? 
Character  of  advertisements:  reliable? 

Illustrations.  Many,  or  few,  or  none?  Any  colored  illustrations? 
Do  they  impress  you  as  being  of  value? 

Contents.     Is  there  a  table  of  contents?     An  index? 

Other  features  noted. 

Leading  characteristics.  What  do  you  consider  to  be  the  main 
features  of  this  magazine?  Is  the  material  substantial  or  light  and 
sketchy  in  character? 

The  summing  up  with  reference  to  the  magazines  listed 
should  include  among  others,  the  following  points,  (except 
date  of  establishment)  which  are  given  as  a  help  to  the 
teacher  in  giving  these  lessons.  The  summaries  should,  of 
course,  be  given  in  the  pupils'  own  language. 

American  Magazine.  Rather  light  and  sketchy  in  character; 
readable;,  stories;  some  noted  contributors;  established  in  1876. 

Atlantic  Monthly.  A  high  class  magazine;  contributors  are  as  a 
rule  writers  of  good  literature;  such  famous  authors  as  Longfellow, 
Lowell,  Holmes,  Emerson,  and  Bryant  were  in  their  day  contributors 
to  this  magazine;  to  enjoy  reading  it,  requires  considerable  education 
and  taste  for  good  literature;  articles  on  nearly  all  kinds  of  topics;  stories; 
no  illustrations;  monthly;  1857. 

Century  Magazine.  Beautifully  illustrated;  pays  much  attention 
to  art;  stories  and  other  contributions  especially  well  written  usually 
by  authors  of  established  reputation;  resembles  Harpers  Magazine; 
monthly;  1881. 

Collier's  National  Weekly.  Noted  for  its  fearless  editorials;  stories; 
illustrations  large  and  numerous:  current  events;  w^eekly;  1887, 

Delineator.  Fashions  the  main  feature:  home  and  health  topics; 
stories;  large  size;  a  woman's  magazine;  monthly;  1873. 

Harper's  Monthly  Magazine.  Stories  and  illustrations  important 
features;  "funny  stories";  travel;  a  variety  of  topics  of  current  interest 
discussed;  like  the  Century  Magazine;  monthly;  1850. 

Everybody's  Magazine.  General  character  much  like  that  of  the 
American  Magazine;  light,  interesting  reading,  dealing  with  the  topics  and 
issues  of  the  day;  attacks  abuses;  contributions  by  persons  of  note; 
stories;  monthly;  1903. 


90  Lessons  on  Use  of  School  Library 

Good  Housekeeping.  Care  of  the  house  and  home;  fiction  a  promi- 
nent feature;  health;  high  class  contributors;  for  the  women  mainly, 
monthly;  1885. 

Independent.  Current  events  mainly;  strongly  favors  the  peace 
movement;  able  editorials;  book  reviews;  no  stories;  good  fun  under  the 
heading  "Pebbles";  resembles  the  "Outlook";  Hamilton  Holt,  editor; 
weekly;  1848. 

Ladies'  Home  Journal.  A  magazine  for  all  departments  of  home 
life;  contributions  from  noted  men  and  women  in  every  issue;  editorials 
and  illustrations  leading  features;  for  the  women  mainly;  monthly; 
1883. 

Literary  Digest.  A  weekly  summary  of  important  events  and  com- 
ments thereon  quoted  from  editorials  in  leading  newspapers  and  maga- 
zines; articles  all  short;  reproductions  of  cartoons  which  have  appeared 
in  other  periodicals  and  newspapers;  book  reviews;  puts  one  in  touch 
with  events  at  Uttle  cost  of  time;  1890. 

Outlook.  Strong  on  current  events  with  comment;  able  editorials 
on  politics  and  religious  topics  (non-sectarian);  stories  and  poetry; 
book  reviews;  first  issue  each  month  a  magazine  number;  Lyman  Abbott, 
editor;  1869. 

National  Geographic  Magazine.  Reliable  articles  on  life  and 
scenes  in  all  parts  of  the  world;  profusely  illustrated  with  half  tones  and 
colored  plates;  prepared  by  the  National  Geographic  Society  at  large 
expense,  provided  for  by  annual  subscriptions  of  a  large  membership; 
the  best  means  for  keeping  up  with  geographic  changes  and  of  knowing 
the  world  as  it  is  today;  monthly;  1888. 

Popular  Mechanics.  By  means  of  numerous  short  articles  and 
illustrations,  describes  the  latest  inventions  and  mechanical  devices; 
a  magazine  for  the  boys  and  the  men  who  are  interested  in  making  things 
and  knDwing  how  they  are  made  and  how  they  work;  monthly;  1902. 

Review  of  Reviews.  Gives  the  substance  of  leading  articles  in  princi- 
pal magazines,  also  short  articles  of  its  own;  cartoons  from  newspapers 
and  other  publications;  record  by  dates  of  events  of  the  month;  many 
illustrations:   monthly;    1890. 

Saturday  Evening  Post.  Popular  stories,  articles  on  leading  current 
events  and  topics  of  popular  interest,  often  by  some  of  the  most  famous 
writers  and  other  public  men;  commercial  and  business  efficiency;  short 
editorials;  sketches  of  notable  persons;  weekly;  1728  (by  Benjamin 
Franklin).  Mostly  for  pastime  reading;  should  be  read  with  much 
judicious  "skipping"  of  whole  articles  and  stories. 

St.  Nicholas.  A  magazine  for  young  folks;  stories  by  good  writers; 
well  illustrated,  some  beautiful  illustrations  in  colors;  poems;  nature  and 
science;  St.  Nicholas  League;  Riddle  Box. 

Scientific  American.  Science,  inventions,  and  patents  are  the 
chief  concern;  ships,  warships,  buildings,  bridges,  and  structures  of  all 
kinds;  illustrations  many;  weekly:  1845. 

Scientific  American  Supplement,  Much  like  the  "Scientific 
American";  more  valuable  for  reference,  however;  weekly;  1876. 

Scribner's  Magazine.     Stories,  many  of  them  by  the  best  writers; 


Lessons  on  Use  of  School  Library  91 

travel;  art;  fine  illustrations,  some  of  them  colored;  somewhat  resembles 
the  Century  Magazine  and  Harper's  Monthly  Magazine;  monthly;  1887. 

Survey.  Deals  mainly  with  the  improvement  of  the  condition  of 
the  poor,  the  insane,  the  weak  minded,  criminals,  and  other  unfortunates; 
champions  the  cause  of  the  working  classes;  fights  abuses  and  vices  of  all 
kinds  and  suggests  remedies;  many  illustrations;  ably  edited;  weekly;  1897. 

System.  A  magazine  having  for  its  object  to  teach  effective  business 
methods,  whether  in  the  office,  store,  workshop,  or  other  place  where 
business  is  transacted;  illustrations  many;  monthly. 

World's  Work.  Forceful  articles  and  editorials  on  world  and  national 
events;  contributions  by  leaders  in  the  world's  work;  many  striking 
illustrations;  monthly:  1900. 

Youth's  Companion.  Interesting  stories  for  boys  and  girls  by 
writers  of  reputation;  topics  of  vital  interest,  such  as  health,  politics,  etc.; 
many  anecdotes,  humorous  or  serious;  news  with  comment;  touches 
most  of  the  young  people's  interests;  weekly;  1827. 

School  weeklies.  Such  weeklies  as  Current  Events,  The  Pathfinder 
and  The  World's  Chronicle,  now  on  the  township  library  list,  are  pri- 
marily summaries  of  news  with  more  or  less  comment  thereon.  They 
should  be  so  used  as  to  help  bring  about  the  intelligent  reading  of  daily 
newspapers.  By  pointing  out  the  significant  news,  they  serve  as  a  guide 
to  the  pupils  in  the  reading  of  the  daily  newspaper.  It  is  a  mistake  to 
use  these  publications  as  a  substitute  for  the  daily  newspaper,  which  every 
boy  and  girl  should  learn  in  school  how  to  read.  The  beginning  in  the 
reading  of  news  may  be  made  in  the  kind  of  weeklies  in  question,  say  in 
the  fifth  grade,  but  gradually  the  change  should  be  made  to  the  daily 
newspaper,  the  weekly  serving  more  or  less  as  a  guide  to  daily  newspaper 
reading. 

After  the  above  instruction  has  been  given,  ask  the  pupils 
to  select  the  five  magazines  from  the  list  which  they  would 
prefer  to  have  come  to  their  homes.  When  their  choices 
have  been  handed  in,  compare  them  and  discuss  their 
relative  merits.  As  a  basis  for  the  discussion,  assume,  for 
example,  that  each  home  should  receive  (1)  one  magazine 
for  recreational  reading  mainly  (American,  Everybody's, 
Harper's,  Scribner's,  Saturday  Evening  Post);  (2)  one  for 
current  events  and  comment  (Collier's,  Independent,  Liter- 
ary Digest,  Outlook,  Review  of  Reviews,  World's  Work); 
(3)  onelor  the  women  of  the  home  (Delineator,  Good  House- 
keeping, Ladies'  Home  Journal);  (4)  one  for  the  men, 
especially  (National  Geographic  Magazine,  Scientific  Ameri- 
can, System);  (5)  one  especially  for  the  young  folks  (St. 
Nicholas,  Youth's  Companion). 

Have  the  class  choose  again;  then  discuss  their  choices. 
Have  them  choose  three  only  and  then  discuss  their  choices. 

How  to  Read   a   Magazine 

Ask  if  it  is  advisable  to  read  everything  a  magazine  con- 
tains. Why  not?  Reasons  to* be  given  should  include: 
every  article  does  not  meet  every  reader's  needs  and  tastes; 


92  Lessons  on  Use  of  School  Library 

too  much  time  would  be  required  which  should  be  saved  for 
reading  w^hich  is  more  profitable  to  the  reader  or  for  other 
purposes;  the  reader  should  exercise  his  best  judgment  in 
selecting  what  he  will  read,  in  other  words,  make  reading 
his  servant,  not  his  master.  Advise  the  pupils  to  quickly 
cease  reading  an  article  which  after  reasonable. effort  seems 
too  difficult,  uninteresting,  or  which  for  other  reasons  seems 
to  be  of  no  value  to  them. 

Ask  how  the  pupils  select  what  they  want  to  read  in  a 
magazine.  Suggest  that  they  glance  through  it  or  look  at 
the  table  of  contents  first  and  then  select  what  they  will 
try  to  read. 

Compare  the  reading  of  magazines  with  that  of  news- 
papers. Since  the  magazines  are  more  carefully  prepared 
and  since  they  deal  to  a  larger  extent  with  permanent  in- 
terests, they  should  be  read  more  carefully  than  the  news- 
papers. Compare  special  articles  in  newspapers  with  those 
in  magazines. 

Have  the  pupils  at  the  end  of  the  month  report  on  the 
reading  they  have  done  in  magazines  during  the  month. 
For  this  purpose  they  should  take  notes  of  their  reading. 
Magazines  should  be  subscribed  for  by  the  school  if  necessary 
for  this  purpose. 

Call  attention  to  some  of  the  leading  contributors  to 
magazines.  This  will  help  the  pupils  in  deciding  what  is 
most  worth  while  in  a  magazine  which  they  are  reading. 

Use  of  Magazines  for  Reference 

Ask  the  pupils  to  name  the  magazines  studied  in  which 
there  is  most  material  for  reference.  Have  them  think  in 
this  connection  of  such  topics  as:  Panama  Canal;  European 
War;  aeroplanes;  Panama-Pacific  Exposition;  submarines; 
irrigation;  strikes;  peace. 

What  advantage  in  reference  material  in  magazines  com- 
pared with  that  in  books?  More  up-to-date;  clippings  can 
be  made  from  magazines  and  filed  under  certain  headings 
for  future  use;  some  specialists  and  noted  people  take  time 
to  prepare  articles  for  magazines  who  do  not  write  books; 
there  are  magazine  indexes  (Reader's  Guide)  w^hich  make 
available  the  material  in  all  the  leading  magazines. 

The  pupils  should  learn  about  the  volume  indexes  provided 
by  most  magazines  valuable  for  reference.  If  feasible  give 
an  exercise  in  the  use  of  one  of  these. 

If  the  school  is  within  reach  of  a  public  library,  have  the 
pupils  learn  how  to  use  the  Readers'  Guide  to  Periodical 
Literature.  The  cooperation  of  the  librarian  will  be  neces- 
sary for  this  purpose;  most  librarians  will  gladly  give  the 
necessary  help.  Consult  the  librarian  several  weeks  before 
you  expect  to  give  the  lesson. 


Lessons  on  Use  of  School  Library  93 


CONDUCT  OF  LIFE  AND  VOCATIONAL  GUIDANCE 
—REFERENCE 

Object.     To  direct  attention  to  material  relating  to  choice  of  occupa- 
tion and  to  ethics. 
Grades.     8-9. 
Class.     Reading  (or  general  exercises  in  grammar  grades). 

Call  attention  to  the  class  number  170  (Conduct  of  life. 
Vocational  guidance)  in  the  table  of  classification  (page  128). 
Discuss  what  the  terms  mean.  Ask  one  of  the  pupils  to  go 
to  the  library  and  ascertain  what  books  of  this  class  it  con- 
tains. 

Discuss  subject-headings  which  may  help  find  material  of 
this  kind  in  the  library  by  means  of  the  card  catalog.  Follow- 
ing is  a  suggestive  list.  Each  pupil  is  to  find  and  report  on 
one  or  more  articles  referred  to  in  the  card  catalog. 

Occupations;  Occupations — Dangerous;  Success;  Voca- 
tional guidance;  Character;  Conduct;  Courage;  Friendship; 
Honesty;  Kindness;  Manners;  Obedience;  Patriotism; 
Temperance. 

The  use  of  a  concordance  to  the  Bible  will  of  course  make 
available  much  ethical  material. 

Exercise.  The  source  of  each  answer  is  to  be  given.  1.  Find  and 
report  on  an  article  treating  of  the  advantages  and  disadvantages  of 
farming  as  an  occupation  (for  the  boys).  2.  On  stenography  (for  the 
girls).  3.  On  that  occupation  in  which  you  are  most  interested.  4. 
Talk  with  some  one  who  is  engaged  in  this  occupation  and  get  his  or  her 
opinion  on  its  advantages  or  disadvantages,  etc.,  and  compare  with  what 
you  have  read.  5.  Tabulate  the  occupations  of  the  thirty-three  state 
senators.  Which  occupation  seems  to  give  the  best  opportunity  for  a 
political  career?  6.  Read  and  report  on  an  article  treating  of  honesty. 
7.    Of  anger.     8.    Of  table  manners. 

CONDUCT  OF  LIFE  AND  VOCATIONAL  GUIDANCE 
—GENERAL  READING 

It  is  not  likely  that  pupils  will  care  to  read  in  its  entirety 
any  one  of  the  books  included  under  Conduct  of  Life  in  the 
township  library  list.  As  a  rule  the  most  effective  use  of 
these  books  can  be  made  by  the  teacher's  reading  from  them 
to  the  school  and  commenting  on  what  is  read.  Yet  some  of 
the  pupils  will  be  interested  in  looking  through  such  books 
and  may  read  parts  which  have  a  direct  bearing  on  moral 
questions  which  they  are  "up  against."  They  may  be 
effectually  influenced  for  the  right  by  such  reading,  provided 
it  has  not  been  thrust  upon  them. 


94  Lessons  on  Use  of  School  Library 

Fables,  folklore,  fairy  tales,  and  biography  are  valuable 
sources  of  general  reading  bearing  on  conduct  of  life. 
^  Some  general  reading  relating  to  vocational  guidance  can 
be  brought  about  by  interesting  the  pupils  in  the  choice  of  a 
vocation.  Among  the  titles  now  on  the  township  library 
list  which  lend  themselves  to  this  purpose  may  be  mentioned. 

Cabot.  Ethics  for  children;  Drysdale.  Helps  for  Ambitious  Boys 
(7-12);  Drysdale.  Helps  for  Ambitious  Girls  (7-12);  Marden.  Training 
for  Efficiency  (7-12);  Stoddard.  What  Shall  I  Do?  (7-10);  Waterman. 
Boy  Wanted  (5-8);  Weaver.  Vocations  for  Girls  (7-12). 

MYTHOLOGY— REFERENCE 

Object.     To  give  training  in  looking  up  mythological  allusions  and 
general  information  with  respect  to  mythology. 
Grade.     6. 
Class.     Reading. 

Explain:  290  Myths  (from  the  table  of  classification). 
Illustrate  what  is  meant  by  myths  by  relating  or  reading 
some  typical  examples,  such  as:  the  story  of  Prometheus; 
the  Gorgon  Medusa;  the  labors  of  Hercules;  the  hammer  of 
Thor.  Call  attention  to  the  connection  of  these  myths  with 
the  religion  of  the  ancients. 

Ask  the  pupils  to  ascertain  what  books  of  this  class  are 
in  the  library. 

Discuss  and  make  a  short  list  of  subject-headings  useful  in 
finding  material  on  mythology  by  using  the  card  catalog. 
Examples  of  such  headings  are:  Mythology;  Mythology- 
Greek  and  Roman;  Mythology-Norse;  Trojan  war.  Have 
each  pupil  find  some  mythological  material  by  means  of  the 
card  catalog. 

Encyclopedia.  General  encyclopedias  contain,  as  a 
rule,  readable  accounts  of  myths.  In  Champlin's  Cyclo- 
paedia of  Literature  and  Art,  there  is  given  mythological 
information  in  connection  with  description  of  paintings  and 
sculpture;  also  such  material  is  included^in  his  Cyclopaedia 
of  Persons  and  Places. 

Dictionary.  Brief  accounts  are  given  of  gods  and  heroes 
in  the  unabridged  dictionary,  as  was  learned  in  the  lesson 
on  Noted  Names  in  Fiction,  page  41. 

Exercise.  Pupils  are  in  each  case  to  state  the  source  of  the  information. 
1.  Who  were  the  Argonauts?  2.  Who  was  Odin?  3.  Theseus?  4.  Find 
and  read  an  article  on  the  creation  of  the  world  as  told  in  Norse  mythology. 


Lessons  on  Use  of  School  Library  95 

5.  Find  and  read  a  brief  account  of  Ulysses.     6.  Of  the  Delphic  oracle. 
7.  Of  Neptune.     8.  In  gulfs  enchanted,  where  the  siren  sings.     (Explain.) 

9.  Chiefs,  ye  arc  both  great  warriors  and  loved  by  Father  Zeus.    (Explain.) 

10.  The  praise  of  Bacchus  then  the  sweet  musician  sung.     (Explain.) 

MYTHOLOGY— GENERAL  READING 

Mythology  being  an  expression  of  the  beliefs  of  the  child- 
hood of  the  race,  must,  if  interestingly  and  simply  told, 
appeal  to  the  young  reader.  Among  the  books  on  the  town- 
ship library  list  now  (1915),  the  following  may  be  mentioned. 

Baldwin.  Old  Greek  Stories  (3-5);  Brown.  In  the  Days  of  Giants 
(5-6);  Foster  and  Cummings.  Asgard  Stories  (3-5):  Gale.  Achilles  and 
Hector  (4-7);  Hawthorne.  Tanglewood  tales  (5-9);  Hawthorne.  Wonder- 
book  (5-9). 

GOVERNMENT— REFERENCE 

Object.     To  give  some  training  in  finding  information  helpful  to  the 
citizen  and  voter  in  discharging  his  duties  to  the  state  and  the  nation. 
Grades.     8-10. 
Class.     Civics. 

Copy  on  the  blackboard  and  discuss  the  following  from 
the  table  of  classification:  320  Government;  327  Peace;  330 
Conservation. 

The  pupils  are  to  fmd  what  books  the  library  contains 
with  the  above  class  numbers. 

With  the  participation  of  the  class,  make  out  a  list  of 
subject-heading  for  locating  information  by  means  of  the 
card  catalog.  Each  pupil  is  to  report  on  one  or  more 
articles  found  by  means  of  such  headings.  Following  is  a 
suggestive  Hst. 

Citizenship;  City  government;  Civil  service;  Conservation, 
County  government;  Courts;  Government;  Immigration; 
Naturalization;  Parliamentary  practice;  Peace;  Postal 
service;  Public  lands;  Tariff;  Taxation;  Town  government; 
U.  S. — Census;  U.  S. — Constitution;  U.  S. — Politics;  U.  S. — 
Statistics;  Wisconsin — Government;  Woman  suffrage. 

Blue  Book.  Briefly  review  the  lesson  on  the  Wisconsin 
Blue  Book  with  special  regard  to  reference  work  in  govern- 
ment and  politics. 

World  Almanac.  Especially  useful  for  up-to-date  in- 
formation on  elections,  parties,  federal  government,  etc. 
Review  this  feature  of  the  lesson  on  the.  almanac   (page  66). 

Congressional  Directory.  It  would  be  worth  while  to 
send  to  your  congressman  or  senator  for  the  latest  edition, 
there  being  a  new  issue  for  each  session  of  Congress.  A 
short  lesson  should  be  given  on  its  contents. 


96  Lessons  on  Use  of  School  Library 

Encyclopedia.  Considerable  information  relative  to 
government  and  politics  is  contained  in  general  encyclo- 
pedias; this  is  more  especially  true  of  general  discussions  of 
governmental  matters. 

Robert's  Rules  of  Order.  Pupils  in  the  civics  class 
should  be  taught  a  few  of  the  simpler  rules  of  parliamentary 
practice,  so  that  they  will  know  how  to  take  part  in  or  pre- 
side at  a  deliberative  meeting.  Especially  should  they  learn 
how  to  consult  Robert's  Rules  of  Order  when  in  doubt  as  to 
the  correct  manner  of  procedure.  Some  lessons  for  this 
purpose  should  be  given  to  the  civics  class. 

Wisconsin  Memorial  Day  Annual.  Call  attention  to 
this  pubUcation  as  a  source  of  material  on  patriotic  citizen- 
ship and  on  the  peace  problem. 

Exercise.     In  each  case  the  source  of  the  information  is  to  be  given. 

I.  Find  an  article  on  the  civil  service.  2.  Who  is  the  present  governor  of 
Pennsylvania?  3.  Find  and  report  on  an  article  on  the  income  tax.  4. 
Make  out  a  list  of  the  present  representative  and  senators  from  Wiscon- 
sin and  to  what  party  each  belongs.  5.  What  is  the  amount  of  the  national 
debt  of  the  U.  S.?  6.  About  what  does  it  cost  to  run  the  government  of 
the  U.  S.  annually,  including  army  and  navy  and  pensions?  7.  Find  an 
article  on  the  tariff.  8.  How  many  immigrants  arrived  in  the  U.  S.  last 
year?  9.  How  much  was  expended  by  the  state  government  for  all 
purposes  during  the  last  fiscal  year  (year  ending  June  30)  for  which  you 
can  find  the  figures?  10.  What  is  meant  by  moving  "the  previous  ques- 
tion?"    What  is  necessary  in  order  that  such  a  motion  may  prevail? 

II.  Find  an  article  on  town  government.  12.  How  many  modern 
battleships  has  the  U.  S.?  13.  Find  an  article  (not  in  your  textbook)  on 
how  foreigners  may  become  citizens.  14.  About  what  does  the  U.  S. 
expend  annually  for  the  army  and  navy?  15.  Find  an  article  on  woman 
suffrage. 

GOVERNMENT— GENERAL  READING 

Although  general  reading  relating  to  civics  is  of  pre- 
eminent importance  in  a  democracy,  yet  there  is  a  greater 
dearth  of  good  material  intended  especially  for  this  pur- 
pose, so  far  as  books  are  concerned,  than  is  true  of  most 
other  kinds  of  reading.  Fortunately  newspapers  and  maga- 
zines teem  with  readable  articles  in  this  field.  Among  the 
books  on  the  township  library  list  that  somewhat  meet  the 
requirements  for  this  class  of  general  reading  are: 

Haskin.  The  American  Government  (7-12);  Hill.  Lessons  for  Junior 
Citizens  (5-7);  Rolt-Wheeler.  Boy  with  the  U.  S.  Census  (7-9) ;  Boy  with 
the  U.  S.  Survey  (7-9);  Boy  with  the  U.  S.  Foresters  (7-9);  Price.  The 
Land  We  Live  In  (6-10). 

Biographies  of  famous  statesmen  provide  good  general  reading  which 
has  a  bearing  on  civics.    For  titles  see  township  library  list. 


Lessons  on  Use  of  School  Library  97 

FAIRY     STORIES,     FABLES,     FOLKLORE    AND 
LEGENDS— REFERENCE 

Object.  To  give  the  older  pupils  some  knowledge  of  the  sources  of  this 
class  of  stories,  to  the  end  that  better  choice  may  be  made  in  selecting  such 
reading  for  the  younger  children  or  for  themselves;  to  help  make  available 
this  form  of  literature  for  purposes  of  story  telling;  and  to  facilitate  refer- 
ence work  with  allusions. 

Grades.     7-8. 

Class.     Reading. 

Discuss  the  meaning  in  the  table  of  classification  on 
page of 

398  Fairy  Stories,  Fables,  Folklore,  Legends 

Call  to  mind  a  familiar  story  of  each  kind;  for  example: 
The  Sleeping  Beauty  (fairy  story);  any  of  Aesop's  fables; 
Hans- in  Luck  (folklore  story);  King  Arthur  stories  (legend). 
The  distinction  cannot  always  readily  be  made  between 
these  different  kinds  of  stories.  Folklore  has  been  defmed 
as  "the  .beliefs,  customs,  and  traditions  of  the  common 
people."  Here  it  is  used  to  denote  those  folk  stories  which 
have  come  down  to  us  from  the  dim  and  distant  past, 
having  originated  among  the  common  people  and  having 
been  handed  down  by  word  of  mouth  from  generation  to 
generation.  Fairy  tales,  fables,  and  legends  of  similar 
origin  are  in  reality  folklore.  Those  w^hich  have  been 
invented  by  writers  within  recent  times  are  usually  known 
as  modern  fairy  tales.  Examples  of  the  latter  are:  Alice 
in  Wonderland  and  the  stories  of  Hans  Christian  Andersen. 
This  distinction  should  be  explained  to  the  class. 

The  class  is  to  find  out  by  inspection  what  books  of  the 
398's  are  on  the  shelves. 

Discuss  card  catalog  subject-headings  which  will  help 
locate  such  stories  in  the  hbrary.  Among  these  would  be: 
Fables;  Fairy  tales;  Folklore — Sweden  (or  other  country); 
Legends.  Each  pupil  should  use  the  card  catalog  in  finding 
some  of  this  material  in  the  library. 

Dictionary.  The  unabridged  dictionary  contains  brief 
explanations  of  popular  fairy  tales.  See  lesson  beginning 
on  page  4L 

Champlin's  Cyclopaedia  of  Literature  and  Art 
contains  synopses  of  fairy  tales  and  folk  stories. 

Exercise.  The  source  of  the  information  is  to  be  given  in  every  case. 
1.  Give  an  account  of  Androclus  and  the  lion.  2.  Find  the  longest 
account  of  Beauty  and  the  Beast  that  the  library  contains.  3.  Who  were 
the  Forty  Thieves?  4.  What  was  the  Siege  Perilous?  5.  Find  every 
account  of  Cinderella  which  the  library  contains.  6.  Tell  the  story  of 
the  dog  in  the  manger.  7.  Of  the  crow  and  the  pitcher.  8.  What  is 
meant  by  being  a  catspaw  for  some  one  else?  9.  Name  four  stories  of  the 
Arabian  Nights     10.    Who  were  the  Wise  Men  of  Gotham? 


98  Lessons  on  Use  of  School  Library 

FAIRY    STORIES,     FABLES,     FOLKLORE,  AND 
LEGENDS— GENERAL  READING 

The  telling  of  fairy  stories  to  children  before  they  can  read 
is  one  of  the  best  ways  to  incite  a  desire  to  learn  to  read,  so 
that  they  can  read  the  stories  themselves.  Little  effort  on 
the  part  of  the  teacher  will  be  required  to  bring  about  the 
reading  of  such  stories  when  the  pupil  can  once  read  suffi- 
ciently well  to  help  himself.  A  natural  craving  for  the 
exercise  of  the  imagination  is  thus  satisfied  and  worthy 
ideals  and  pleasing  mental  images  are  stimulated. 

There  is  so  much  good  reading  in  this  field  that  it  is  un- 
necessary to  devote  time  to  the  medicore  books  so  plenti- 
fully offered  for  sale.  Other  things  being  equal,  true  folk 
stories  are  to  be  preferred,  as  they  express  the  desires  and 
longings  and  outlook  on  life  and  nature  of  the  childhood  of 
the  race  and  so  find,  as  it  were,  an  answering  echo  in  the 
child  of  today. 

Among  the  present  township  library  books  of  special 
value  for  this  kind  of  reading  are: 

Aesop.  Fables  (3-5);  Andersen.  Stories  (3-5);  Arabian  Nights  (4-7); 
Baldwin.  Fairy  stories  and  fables  (2-3);  Barrie.  Peter  and  Wendy  (5-7) ; 
Browne.  Wonderful  Chair  (3-5) ;  Carroll.  Alice's  Adventures  in  Wonder- 
land (3-5);  Collodi.  Pinocchio  (3-5);  Craik.  The  Adventures  of  a 
Brownie  (3-5);  Craik.  Little  Lame  Prince  (4-5) ;  Frost.  Knights  of  the 
Round  Table  (6-8);  Grimm.  German  Household  tales  (3-5);  Harris. 
Uncle  Remus  (5-9);  Holbrook.  Book  of  Nature  Myths  (2-4);  Jacobs. 
Celtic  Fairy  Tales  (5-6);  Kingsley.  Water-babies  (4-7);  Ruskin.  King 
of  the  Golden  River  (3-6);  Scudder.  Book  of  Legends  (3-5);  Thorne- 
Thomsen.    East  o'the  Sun  and  West  o'the  Moon  (4-6). 

SCIENCE  AND  NATURE— REFERENCE 

Object.  To  give  training  in  finding  information  on  rocks,  minerals, 
plants,  animals,  and  other  nature  subjects  and  in  looking  up  allusions 
thereto. 

Grades.     6-8. 

Class.     Geography,  physiology,  or  agriculture. 

Copy  onto  the  blackboard  the  class  numbers  and  subjects 
tabulated  under  Natural  Science,  page  128.  Discuss  what 
each  subject  means.  Send  pupils  to  the  library  to  find  what 
books  for  each  class  number  are  at  hand. 

With  the  participation  of  the  class,  make  out  a  short  list 
of  subject-headings  under  which  references  would  likely  be 
given  in  the  card  catalog.  Require  several  of  the  references 
found  in  the  card  catalog  to  be  looked  up  in  the  library  books 
by  each  pupil.    A  representative  list  of  such  headings  follows : 


Lessons  on  Use  of  School  Library  99 

Comets,  Meteors,  Moon,  Stars,  Sun;  Electricity,  Telegraph,  Telephone; 
Minerals,  Granite,  Iron,  Rocks,  Diamonds;  Man — Prehistoric,  Cave- 
dwellers,  Tree-dwellers;  Plants,  Flowers,  Forests  and  forestry,  Seeds, 
Shrubs,  Trees;  Animals — Training,  Domestic  animals,  Bears,  Elephants, 
Lions,  Tigers,  Whales;  Insects,  Caterpillars,  Flies,  Mosquitoes;  Fish  and 
fishing.  Fisheries;  Birds,  Birds — Protection,  Canary  birds.  Nests,  Os- 
triches, Parrots. 

Champlin's  Cyclopaedia  of  Natural  History.  Briefly 
review  the  lesson  on  Champlin's  Cyclopaedia  of  Natural 
History  (page  58). 

Hornaday's  The  American  Natural  History.  If  this 
is  in  the  library,  it  should  receive  special  attention  as  a  source 
of  information  on  animal  life.  Also  Our  Vanishing  Wild 
Life  by  the  same  author. 

Encyclopedia.  The  encyclopedia  is  an  important  refer- 
ence source  on  scientific  subjects,  and  should  be  given  atten- 
tion in  this  connection.  Champlin's  Cyclopaedia  of  Common 
Things  also  supplies  some  information  of  this  kind. 

Considerable  scientific  information  may  be  gleaned  from 
the  unabridged  dictionary. 

Arbor  and  Bird  Day  Manual.  Review  briefly  the  lesson 
on  the  Wisconsin  Arbor  and  Bird  Day  Manual,  with  special 
reference  to  its  use  as  a  source  of  material  on  forests  and 
birds. 

Exercise.  In  each  instance  state  the  source.  1.  Make  a  list  of  all  the 
material  in  the  school  library  on  the  subject  of  the  moon.  2.  What 
minerals  make  up  granite?  3.  Find  a  brief  account  of  the  stone  age. 
4.  What  is  there  in  the  library  to  help  you  learn  the  name  of  a  plant  of 
which  you  have  a  specimen  at  hand?  5.  Of  a  bird  which  you  have  seen? 
6.  Where  are  the  national  forests  of  the  U.  S.  located  and  about  how  much 
area  do  they  cover?  7.  Give  the  life  history  of  the  mosquito.  8.  What 
fundamental  difference  is  there  between  whales  and  true  fishes?  9.  Find 
and  read  an  article  on  fossils.  10.  About  how  many  bisons  (American 
buffalo)  are  there  in  existence  at  the  present  time? 

SCIENCE  AND  NATURE— GENERAL  READING 

Animal  stories.  These  make  an  especial  appeal  to 
children;  they  teach  kindness  to  animals,  lead  to  habits  of 
observing  them,  and  may  help  to  awaken  interest  in  the 
reading  of  books  dealing  with  the  scientific  aspects  of  animal 
life.  Among  the  titles  on  the  township  library  list  illustrat- 
ing this  type  of  books,  with  the  grades  for  which  suitable, 
given  in  parenthesis,  are: 


100  Lessons  on  Use  of  School  Library 

Brown.  Rab  and  His  Friends  (7-12);  Burroughs.  Birds,  and  Bees, 
Sharp  Eyes,  and  Other  Papers  (7-12);  Craik.  Bow-wow  and  Mew-mew 
(2-3);  Drummond.  Monkey  that  Would  Not  Kill  (5-9);  Kipling  Jungle 
Book  (6-12);  Long.  Little  Brother  to  the  Bear  (5-8);  Long.  Ways  of 
Wood  Folk  (5-8);  Muir.  Stickeen  (8-12);  Roberts.  W^atchers  of  the 
Campfire  (7-12);  Seton.  Biography  of  a  Grizzly  (6-12);  Seton.  Krag 
and  Johnny  Bear  (5-8);  Sewell.  Black  Beauty  (4-6);  Velvin.  Wild- 
animal  Celebrities  (6-10);  Noel.  Buz  (4-6);  Burroughs.  Bird  Stories 
(6-12);  Roberts.    Lord  of  the  Air  (7-12). 

Primitive  man.  Well-told  stories  of  primitive  man 
touch  deep-seated  instincts  in  the  child  and  so  awaken  keen 
interest.  Following  are  some  of  the  titles  at  present  on  the 
township  library  list. 

Dopp.  The  Early  Cave-men  (2-3);  The  Early  Sea-people  (4-6);  The 
Tree-dwellers  (2-3) ;  Mclntyre.    Cave  Boy  of  the  Age  of  Stone  (3-5). 

Electricity.  This  subject  is  of  peculiar  interest  to  most 
boys.  The  type  of  book  which  will  appeal  to  them  as 
general  reading  is  represented  by: 

Collins.    The  Wireless  Man;  Houston.    The  Boy  Electricians. 

Other  books  on  natural  science  topics.  As  a  rule, 
books  about  plants  are  more  suitable  for  reference  than  for 
general  reading.  When,  however,  plants  are  being  studied  at 
first  hand  in  regard  to  which  there  is  material  for  general 
reading  in  the  library,  the  occasion  may  be  utilized  to  bring 
about  its  reading  by  at  least  some  of  the  pupils.  What  is 
here  said  about  books  on  plants  will  largely  apply  to  other 
nature  books  in  the  library. 

USEFUL  ARTS— REFERENCE 

Object.  To  give  training  in  the  use  of  reference  material  in  the  usefui 
arts.,  especially  industries  and  inventions,  agriculture,  and  domestic 
science. 

Grades.     6-7. 

Class.  The  general  lesson  (first  three  paragraphs  which  follow)  in  the 
physiology  and  hygiene  class  or  in  the  agriculture  class. 

Place  before  the  class  the  numbers  and  headings  under 
Useful  Arts  in  the  table  of  classification  (see  page  128). 
Send  pupils  to  the  library  to  report  on  what  books  are  con- 
tained in  each  division  (600,  613,  614,  etc.).  This  will 
give  a  general  idea  of  what  is  included  in  the  600's  or  Useful 
Arts. 

Discuss  what  subject-headings  in  the  card  catalog  would 
probably  reveal  material  in  the  school  library  on  the  useful 
arts. 


Lessons  on  Use  of  Scliooi;,  [yTBBAP.v  I'GIl 

Among  these  would  be,  for  industries:  Industries,  Cloth- 
ing, Cotton,  Petroleum,  Salt,  etc.;  for  agriculture:  Agri- 
culture, Animals — Diseases,  Corn,  Dairying,  Eggs,  Farm 
conveniences,  Feeds  and  feeding.  Horses,  Oats,  Potatoes, 
Poultry,  Wheat,  etc.;  for  health:  Accidents,  Antiseptics, 
Bacteria,  Contagious  diseases,  Disinfection,  Emergencies, 
Hygiene,  Tuberculosis,  etc.;  for  cooking,  homework,  and 
sewing:  Cooking,  Domestic  science.  Food,  etc.  Each  pupil 
should  fmd  several  of  such  headings  in  the  card  catalog 
and  then  the  material  referred  to. 

Industries   and   Inventions 

Grade.     7. 

Class.     Geography. 

The  principal  sources  of  information  relating  to  industries 
and  inventions  likely  to  be  available  in  the  school  library 
are:  the  books  given  the  class  number  600  in  the  township 
library  list;  references  from  the  card  catalog;  Champlin's 
Cyclopaedia  of  Common  Things;  a  general  encyclopedia; 
World  Almanac;  geographical  and  historical  w^orks;  biogra- 
phies of  inventors  and  industrial  leaders. 

The  use  of  reference  material  on  industries  is  given  atten- 
tion in  the  lessons  on  geographic  reference  work.  (See 
page  110). 

Exercise.  1.  Give  an  account  of  the  invention  of  matches.  2.  Name 
six  inventions  made  by  Edison.  3.  Who  invented  the  telephone  and 
when?  4.  What  was  the  total  value  of  the  gold  mined  in  the  world  the 
last  year  for  which  you  can  fmd  the  figures?  5.  In  the  U.  S.?  6.  How 
many  persons  in  the  U.  S.  are  engaged  in  the  railroad  industry? 

Health   and   Sanitation 
Grades.     6-7. 
Class.     Physiology  and  hygiene. 

As  sources  additional  to  the  books  under  the  614's  on 
the  shelves  and  references  in  the  card  catalog,  have  the 
pupils  look  over  a  collection  of  Farmer's  Bulletins  and  select 
those  which  deal  with  health  topics.  If  there  are  none  at 
hand,  send  for  some  listed  in  the  back  part  of  the  township 
library  list.  Publications  of  the  State  Board  of  Health  and 
other  bulletins  and  clippings  on  this  subject  should  be  on 
file  for  reference.  The  bulletin  entitled  The  Great  White 
Plague,  issued  by  the  State  Superintendent,  should  be  in 
every  school  library.  Fire  prevention  and  treatment  of 
burns  were  given  space  in  the  Arbor  Day  annuals  of  1912 
and  1913. 

Exercise.  1.  Look  over  a  list  of  Farmers'  Bulletins  and  select  those 
which  deal  with  health  topics.     2.    Find  in  the  library  an  article  on  the 


102  Lessons  on  Use  of  School  Library 

prevention  of  tuberculosis.  3.  On  lockjaw.  4.  How  many  deaths  from 
tuberculosis  in  the  U.  S.  annually?  In  Wisconsin?  5.  Find  an  article  on 
precautions  in  the  use  of  gasoline.  6.  Give  some  statistics  with  regard 
to  the  number  of  deaths  from  cancer.  7.  Find  a  list  of  antidotes  against 
poisons.  8.  Find  an  article  on  disinfectants  and  tell  how  to  use  one  of 
them. 

Domestic  Science 

Grade.     8. 

Class.     Domestic  science. 

Briefly  review  as  additional  sources  of  information  in 
domestic  science  Farmers'  Bulletins  (page  68)  and  Farmers' 
Institute  Bulletins  (page  71).  Pamphlets  and  clippings  on 
file  should  also  be  consulted. 

Exercise. — ^1,  What  books  are  there  in  the  library  on  cooking?  Sewing? 
On  other  domestic  science  topics?  2.  Find  a  receipt  for  making  green 
corn  soup;  creamed  potatoes;  custard.  3.  Find  an  article  on  the  various 
cuts  of  meat.  4.  On  the  fireless  cooker.  5.  On  removing  stains  from 
cloth.  6.  On  sweeping  and  dusting.  7.  Discuss  the  furnishing  of  a  sitting 
room,  basing  your  remarks  on  an  article  found  in  the  library.  8.  Look  for 
some  material  on  keeping  household  accounts.  9.  By  means  of  suggestions 
in  library  books  or  pamphlets  and  clippings,  make  out  a  menu  for  an 
evening  meal  of  ten  persons,  several  of  them  being  invited  guests.  10. 
Read  and  report  on  a  receipt  for  canning  cherries. 


Agriculture 

Grades.     7-8. 

Class.     Agriculture. 

Review  briefly  the  lessons  on  Farmers'  Institute  Bulletins 
(page  7L;.  Farmers'  Bulletins  (page  68),  Yearbook  of  the 
Department  of  Agriculture  (page  70),  Agricultural  Bulletins 
and  Circulars  issued  by  the  State  Agricultural  College 
(page  70). 

If  there  is  a  cyclopedia  of  agriculture  available,  instruc- 
tion should  be  given  in  its  use.  At  present  (1915)  Farmer's 
Cyclopedia  of  Agriculture,  by  Wilcox  and  Smith,  is  on  the 
township  library  list.  Ask  the  class  to  look  through  this 
work  with  special  reference  to  how  information  therein 
contained  may  be  found  (index  and  table  of  contents  and 
alphabetic  arrangement  of  topics  in  the  body  of  the  book). 
The  Farm  and  Garden  Rule — Book,  by  Bailey,  and  Hand- 
book for  Farmers  and  Dairymen,  by  Woll  contain  much 
agricultural  reference  matter. 

If  there  are  pamphlets  and  clippings  on  agriculture  among 
the  filed  material,  for  which  directions  are  given  on  page 
69  and  76,  the  class  should  look  this  over. 

Some  agricultural  information  will  be  found  in  general 


Lessons  on  Use  of  School  Library  103 

encyclopedias;  also  in  Champlin's  Cyclopaedia  of  Common 
Things.  Agricultural  statistics  are  included  in  the  World 
Almanac  and  the  Wisconsin  Blue  Book. 

Specific  information  on  agricultural  topics  can  be  secured 
by  writing  to  the  U.  S.  Department  of  Agriculture  or  to  the 
State   Agricultural    College. 

Exercise.  Giv-e  the  source  of  information  in  each  case.  1 .  What  books 
of  agriculture  in  the  library?  2.  Find  an  article  on  how  to  get  rid  of 
Canada  thistle.  3.  What  is  the  average  yield  of  corn  per  acre  in  the  U.  S.? 
In  Wisconsin?  4.  Find  an  article  on  the  preservative  treatment  of  fence 
posts.  5.  On  the  treatment  of  heaves  in  horses.  6.  Look  over  a  list  of 
Farmers'  Bulletins  and  select  several  which  you  think  would  be  of  special 
value  in  your  home  library.  7.  What  is  the  average  value  per  acre  of  farm 
land  in  the  United  States?  In  Wisconsin?  8.  How  many  pounds  per 
bushel  of  apples?  Buckwheat?  Corn  on  the  cob?  9.  Has  the  number  of 
horses  in  the  U.  S.  decreased  during  the  last  few  years?  How  about  the 
average  value?  10.  Find  the  most  complete  and  helpful  article  in  the 
school  library  on  the  growing  of  straw^berries. 

USEFUL  ARTS— GENERAL  READING 

Most  of  the  books  in  this  class  are  intended  for  reference 
and  supplementary  reading  and  for  the  guidance  of  the 
teacher  in  the  various  topics  included.  As  illustrations  of 
the  type  of  books  which  are  suitable  for  general  reading,  when 
Sufficient  interest  in  the  subject  has  been  aroused,  the  fol- 
lowing may  be  mentioned: 

Corbin.  The  Romance  of  Submarine  Engineering  (7-12);  Forman. 
Stories  of  Useful  Inventions  (6-9);  Hill,  Fighting  a  Fire  (6-10);  Kirby. 
Aunt  Martha's  Corner  Cupboard  (3-6);  Moffett.  Careers  of  Danger 
and  Daring  (6-10):  Rolt-Wheeler.    Boy  with  the  U.  S.  Fisheries  (7-9). 

Good  periodical  literature  in  the  fields  of  agriculture 
and  domestic  science  should  be  read  in  the  school  to  an 
extent  sufTicient  to  interest  those  concerned  and  to  give  train- 
ing in  selecting  and  effectively  doing  such  reading.  The 
reading  of  two  or  more  agricultural  journals  should  form 
part  of  the  requirements  of  the  agriculture  class.  The 
girls  in  the  domestic  science  class,  or  if  there  is  no  such 
class,  then  in  the  agriculture  or  some  other  class,  should 
be  required  to  do  some  selective  reading  in  two  or  more  of 
the  best  women's  magazines. 

FINE  ARTS— REFERENCE 

Object.     To  give  training  in  finding  information  relative  to  art  and 
artists,  games  and  sports. 
Grades.      7-8. 
Class.     Reading  or  general  exercises. 


104  Lessons  on  Use  of  School  Library 

Place  on  the  blackboard  the  list  of  the  divisions  in  the 
class  Fine  Arts  as  given  in  the  table  of  classification  on 
page  128;  namely,  730  Sculpture,  750  Painting,  770  Photo- 
graphy, 780  Music,  790  Amusements  and  Sports.  Discuss 
with  the  class  the  kinds  of  books  which  would  be  placed 
in  each  division.  Ask  them  to  fmd  on  the  shelves  what 
books  there  are  in  these  various  divisions. 

Then  consider  what  subject-headings  should  be  looked 
for  in  the  card  catalog  in  finding  material  on  these  topics. 
Among  the  headings  would  be:  Architecture,  Art,  Artists, 
Drawing,  Music,  Musicians,  Songs,  Painters,  Painting, 
Sculptors,  Sculpture,  Boats  and  boating.  Boy  Scouts, 
Camping,  Games,  Parties,  Sports.  Require  that  the  pupils 
find  references  under  several  of  these  headings.  Assign 
headings  under  which  references  are  likely  to  be  found 
in  the  card  catalog  at  hand. 

Review  briefly  the  lesson  on  Ghamplin's  Cyclopaedia  of 
Literature  and  Art  (page  59)  with  special  reference  to  art. 

If  Champlin  and  Bostwick's  Cyclopaedia  of  Games  and 
Sports  (formerly  on  the  township  library  list)  is  in  the 
library,  ask  each  pupil  to  glance  through  it  to  get  an  idea 
of  its  contents. 

In  1911  a  bulletin  entitled  Plays  and  Games  for  Schools 
was  issued  by  the  State  Department  of  Education  and  dis- 
tributed to  all  schools  in  Wisconsin.  If  this  is  at  hand, 
it  should  be  examined  by  the  class;  especially  should  that 
feature  of  the  index  to  games  be  noted  which  gives  the  num- 
ber of  players  required  for  each  game,  the  grade  of  pupils 
for  which  suitable,  and  whether  especially  for  boys  or  girls. 
This  will  help  in  selecting  games  for  any  particular  group 
of  children. 

Attention  should  be  called  to  the  patriotic  songs  con- 
tained in  the  Memorial  Day  annuals  and  the  nature  songs 
in  the  Arbor  and  Bird  Day  manuals. 

Ask  the  pupils  where  they  would  look  to  find  the  best 
recent  records  in  running,  jumping,  baseball,  football,  rac- 
ing, etc.  If  they  have  had  the  lesson  on  the  World  Almanac, 
they  will  or  should  be  able  to  answer  the  question.  If 
not,  give  the  lesson  on  the  Almanac  now  as  far  as  it  relates 
to  athletics  and  sports;  or  review  it  if  necessary. 

The  encyclopedia  as  a  source  of  information  on  art  and 
artists  should  be  referred  to  here.  Sketches  of  the  lives  of 
famous  painters  and  sculptors  and  accounts  of  celebrated 
paintings  are  examples  of  information  of  this  kind  which 
encyclopedias  contain.     Games  and  sports  are  also  included. 

The  unabridged  dictionary  should  also  be  remembered  as 
a  source  of  brief  information  in  this  as  in  most  fields  of 
knowledge. 

If  the  school  has  access  to  a  public  library,  call  the  atten- 


Lessons  on  Use  of  School  Library  105 

tion  of  the  class  to  some  of  the  principal  art  reference 
books;  for  example:  Cyclopedia  of  Painters  and  Painting, 
by  Champlin  and  Perkins;  Cyclopedia  of  Music  and  Musi- 
cians, by  Champlin  and  Apthorp. 

The  exercise  which  follows  is  intended  to  illustrate  the 
use  of  such  reference  material  on  fme  arts  as  may  be  at  hand. 
Pupils  should  bear  in  mind  all  the  sources  of  information 
discussed  in  class  and  use  them  to  the  best  advantage. 
Modify  the  exercise  to  suit  the  status  of  the  pupils  and  the 
library. 

1.  Distinguish  between  two  famous  madonnas  (paintings).  2.  Give 
a  short  account  of  The  Horse  Fair  (painting).  3.  Laocoon  (sculpture). 
4.  What  was  the  origin  of  the  air  to  which  the  Star  Spangled  Banner  is 
sung?  5.  What  are  some  of  the  distinguishing  features  of  Gothic  archi- 
tecture? 6.  Find  an  article  telling  how  to  construct  a  canoe  (or  boat  or 
houseboat).  7.  What  is  the  best  record  ever  made  in  the  hundred  yard 
run,  by  whom,  and  when?  8.  In  walking  one  mile?  9.  Find  descriptions 
of  five  games  suitable  for  ten  upper  grade  boys  at  a  picnic.  10.  Who 
painted  the  picture  entitled  the  Monarch  of  the  Glen?  Give  a  brief  ac- 
count of  his  life.  11.  Select  a  song  suitable  for  Washington's  birthday. 
12.   For  Thanksgiving. 

FINE  ARTS— GENERAL  READING 

When  reprints  of  great  paintings,  such  as  the  Perry 
pictures  and  others  of  that  type,  have  been  shown  to  the 
school  and  interest  aroused,  then  the  reading  of  books  telling 
of  the  life  and  work  of  great  artists  may  be  suggested;  for 
example:  Landseer  by  Hurll,  Stories  of  famous  pictures 
by  Powers,  Child  of  Urbino,  by  Ramee,  and  others  on  the 
township  library  list. 

Boys  will  be  interested  in  browsing  in  some  of  the  books 
listed  in  the  township  library  list  under  the  caption  Amuse- 
ments, Games  and  Sports,  especially  those  which  tell  how  to 
construct  things  useful  in  camping  and  other  forms  of 
recreation.  As  examples,  may  be  mentioned  Harper's 
Outdoor  Book  for  Boys,  Boat-building  and  Boating  for 
Boys,  The  Boy  Pioneers,  Boy  Scouts  of  America.  Likewise 
girls  will  take  to  books  exemplified  by  American  Girl's 
Handy  Book,  Book  of  the  Campfire  Girls,  When  Mother 
Lets  Us  Give  a  Party. 

LITERATURE— REFERENCE 

Object.     To  give  some  training  in  finding  quotations,  literary  allusions, 
poems,  plays,  and  other  literary  productions. 
Grades.     7-8. 
Class.     Residing. 


106  Lessons  on  Use  of  School  Library 

The  800's.  Have  before  the  pupils  the  table  of  class 
numbers  included  in  the  800's  (page  128).  Send  a  pupil  to 
the  library  to  report  what  books  are  there  which  come  under 
Standard  Prose  and  Adaptations  (+800);  similarly  for 
Collections  of  Prose  and  Poetry  (+808);  Quotations 
(+808.8);  Poetry— Individual  Authors  (+811);  Poetry- 
Collections  (+811.8);  Plays  (+812). 

Now  ask  such  questions  as  the  following: 

1.  In  what  class  would  you  look  for  Longfellow's  poems?  2.  Shakes- 
peare's plays?  3.  A  book  of  recitations?  4.  A  book  of  essays?  5.  A 
Book  of  Famous  Verse  (title)? 

Literary  Allusions 

The  habit  of  making  reasonable  use  of  reference  books  to 
learn  the  significance  of  literary  allusions  unfamiliar  to  the 
reader  should  be  developed  so  far  as  reference  material 
available  will  permit.  If  the  material  at  hand  is  meager, 
there  is  all  the  more  need  of  making  use  of  what  there  is. 

By  literary  allusions  is  here  meant  indirect  references  to 
some  part  or  feature  of  the  contents  of  literary  works,  in- 
cluding fiction,  poetry,  essays,  folklore,  mythology,  and  the 
like. 

Review  briefly  the  dictionary  lesson  on  noted  names  in 
fiction;  also  that  on  Champlin's  Cyclopaedia  of  Literature 
and  Art. 

In  the  following  exercise  the  pupils  are  to  look  up  the 
allusions  and  explain  each  passage  with  special  reference  to 
the  allusion. 

1.  Like  Pecksniff,  he  praised  his  fault  as  a  virtue.  2.  A  very  Falstaff 
for  wit  and  humor.  3.  Like  Topsy,  this  little  street  urchin  just  "growed." 
4.  Every  adventurous  spirit  must  encounter  Giant  Despair  in  one  form 
or  another.  5.  If  you  expect  me  to  be  your  man  Friday,  you  are  mistaken. 
6.  It  was  the  ambition  of  the  author  to  make  Romona  the  Uncle  Tom's 
Cabin  of  the  Indians.  7.  His  Lilliputian  efforts  were  in  vain.  8.  In 
gulfs  enchanted,  where  the  Siren  sings,  and  coral  reefs  lie  bare.  9.  From 
thy  dead  lips  a  clearer  note  is  born  than  ever  Triton  blew  from  wreathed 
horn.  10.  The  question,  What  will  Mrs.  Grundy  say?  need  not  bother 
an  honest  and  upright  man. 

Authors   and   Their   Works 

The  various  sources  of  biographical  information  should  be 
reviewed  with  special  reference  to  authors  (see  page  112). 

In  Champlin's  Cyclopaedia  of  Literature  and  Art,  short 
accounts  are  given  of  book^,  arranged  by  title  in  alphabetic 
place.  Such  books  as  Children's  Stories  in  American 
Literature,  Tajks  about  Authors  and  Their  Work,  Seven 
Great  American   Poets,   Four  Famous  American   Writers, 


Lessons  on  Use  of  School  Library  107 

and  Four  American  Poets,  which  are  at  present  on  the 
township  library  list,  will  be  useful  for  reference  here. 

Author  and  title  indexes  in  the  List  of  Books  for  Township 
Libraries,  and  similar  indexes  in  other  booklists,  including 
publishers'  catalogs,  will  help  to  answer  questions  as  to  the 
authorship  of  books.  On  application  to  some  of  the  leading 
publishers  listed  in  the  back  part  of  the  township  library 
list  and  to  leading  general  dealers  in  books,  book  catalogs 
may  be  secured  which,  together  with  the  township  library 
list,  will  give  the  pupils  some  idea  of  how  to  select  and 
order  books  for  home  libraries. 

Pupils  are  to  fmd  answers  to  the  following  or  similar 
questions  from  the  reference  material  at  hand. 

1.  Who  wrote:  a.  Pilgrim's  Progress?  b.  The  Man  Without  a 
Country?  c.  The  TaUsman?  2.  Name  the  titles  of:  a.  Three  books 
written  by  Paul  Du  Chaillu;  b.  Two  by  John  Burroughs:  c  Two  by  Joel 
Chandler  Harris.  3.  Give  a  short  account  of  Knickerbocker's  History  of 
New  York.  4.  Of  the  Arabian  Nights.  5.  Give  a  short  account  of  the 
life  of  the  author  of  The  Adventures  of  Oliver  Twist.  6.  What  was  Mark 
Twain's  true  name?  Name  two  of  his  works.  7.  When  did  the  following 
authors  live:  a.  Shakespeare;  b.  Nathaniel  Hawthorne;  c.  Harriet  Beech- 
er  Stowe.  8.  When  and  where  did  Louisa  May  Alcott  live?  Name  five 
of  the  books  which  she  wrote.  9.  What  hook  of  poems  on  the  township 
library  list  would  you  most  like  to  add  to  your  home  library?  10.  Sub- 
mit to  the  teacher  a  letter  ordering  six  books  which  you  would  like  to  read. 

Quotations 

Teach  the  use  of  the  quotation  reference  books  on  the  List 
of  Books  for  Township  Libraries.  At  present  (1915)  these 
are:  Handy  Dictionary  of  Poetry  and  Handy  Dictionary 
of  Prose  Quotations.  If  these  are  not  at  hand,  use  whatever 
book  or  books  of  the  kind  may  be  available. 

If  the  class  has  access  to  a  library  which  contains  one  of 
the  more  complete  cyclopedias  of  quotations,  for  example, 
Bartlett's  Familiar  Quotations  or  Hoyt's  Cyclopedia  of 
Practical  Quotations,  instruction  in  the  use  of  such  a  w^ork 
may  with  advantage  be  substituted  for  that  in  the  books 
above  named.  In  that  case,  the  necessary  modifications  in 
the  lesson  outlined  below  could  easily  be  made. 

First  the  members  of  the  class  should  look  through  the 
books  and  learn,  as  far  as  possible  without  help,  how  to  use 
them.  In  the  succeeding  class  exercise  note  the  arrange- 
ment, namely,  alphabetically  by  subjects,  followed  by  an 
index  of  authors,  which  in  turn  is  followed  by  an  index  in 
which  the  quotations  are  listed  alphabetically  according  to 
the  leading  word.  Questions  like  the  following,  answered 
by  the  pupils  by  reference  to  the  books  while  in  class,  will  be 
necessary  in  order  to  make  clear  to  all  the  method  of  arrange- 
ment and  to  enable  every  pupil  to  use  the  books  with  facility. 


108  Lessons  on  Use  of  School  Library 

Find  and  read  to  the  class  one  prose  and  one  poetical  quotation  on  each 
of  the  following  subjects.  Select  that  quotation  in  each  case  which  most 
appeals  to  you.  Find  the  quotations  by  means  of  the  alphabetical  ar- 
rangement in  the  body  of  the  book. 

1.   sleep:  2.  flowers;  3.  kindness;  4.  youth;   5  slavery. 

What  is  the  source  (by  whom,  etc.)  of  each  of  the  following  quotations? 
Use  the  index  to  quotation. 

1.  He  is  the  happiest  of  whom  the  world  says  least,  good  or  bad,  2. 
God  helps  them  that  help  themselves.  3.  Great  works  are  performed  by 
strength  and  not  by  perseverance. 

4.  The  bravest  are  the  tenderest, 
The  loving  are  the  daring. 

5.  There  was  never  yet  philosopher 

That  could  endure  the  toothache  patiently. 

Give  one  quotation  from  each  of  the  following  authors: 
1.    Daniel  Webster;    2.   William   Cullen  Bryant;    3.  John  Greenleaf 
Whittier;  4.  Benjamin  Franklin;   5.  Confucius. 

When  the  above  has  been  presented  in  class,  assign  as  a  lesson  a  test 
exercise  like  the  following: 

1.  Who  said:  Three  may  keep  a  secret  if  two  of  them  are  dead.  2. 
Give  that  quotation  on  work  which  you  like  best.  3.  On  lying.  4.  Who 
wrote : 

Peace  hath  her  victories, 

No  less  renowned  than  war, 
5.  Give  a  poetical  quotation  on  home.  6.  A  quotation  suitable  for  a  toast 
on  women.  7.  A  quotation  from  Ralph  Waldo  Emerson  which  you 
understand  and  appreciate.  8.  From  which  author  are  there  the  most 
prose  quotations?  9,  Poetical?  10.  Tell  something  about  the  author  who 
wrote : 

Man's  inhumanity  to  man 

Makes  countless  thousands  mourn. 


Scattered  Sources  of  Quotations 

The  attention  of  the  class  should  be  directed  to  such  sources  of  quo- 
tations as: 

Arbor  and  Bird  Day  Manual  (birds,  trees,  flowers,  etc.);  Memorial 
Day  Annual  (patriotism.  Civil  War,  Washington,  Lincoln,  Grant,  flag, 
peace,  etc.):  collections  of  prose  and  poetry  (see  the  808's  and  the  811.8's 
on  the  library  shelves);  poetry — individual  authors  (8irs);  essays 
(800's) ;  subject  headings  in  the  card  catalog  like:  Literature — Collections; 
Poetry — Collections;  Quotations.  The  following  is  suggested  as  an 
exercise  in  the  use  of  scattered  sources  of  quotations;  it  will  need  modifi- 
cation to  suit  the  material  available. 

1.    In  the  Memorial  Day  annuals  find  and  learn:    a,  a  quotation  on 


Lessons  on  Use  of  School  Library  109 

Lincoln;  b.  a  quotation  from  Lincoln;  c.  a  quotation  on  Washington. 
2.  In  the  Arbor  Day  manuals  find  and  learn:  a.  a  quotation  about  trees; 
b.  about  birds;  c.  about  llowers.  3.  Select  from  a  volume  of  poems  by 
some  one  author  a  passage  of  two  or  more  lines  that  can  be  considered  as  a 
quotation.  4.  Do  the  same  with  some  book  of  collections  of  poetry.  5. 
To  what  sources  of  quotations  does  the  card  catalog  point  (see  under: 
Literature — Collections;  Poetry — Collections;   Quotations.) 

Public  Library 

If  the  resources  of  a  public  library  are  available,  it  would 
be  well  worth  while  to  give  some  instruction  in  the  use  of: 
a  concordance  to  Shakespeare;  a  concordance  to  the  Bible; 
Brewer's  Dictionary  of  Phrase  and  Fable;  Warner's  Library 
of  the  World's  Best  Literature;  a  good  collection  of  orations; 
Granger's  Index  to  Poetry  and  Recitations;  one  of  the 
larger  collections  of  quotations  (either  Hoyt  or  Bartlett); 
a  book  of  toasts. 

LITERATURE— GENERAL  READING 

The  best  result  that  can  come  from  the  work  in  reading 
is  a  development  of  a  taste  for  the  reading  of  good  literature 
and  right  habits  in  su.ch  reading.  Enjoyment  should  be  its 
invariable  accompaniment.  This  implies  that  the  reading 
must  be  intelligent,  but  that  at  the  same  time  the  effort  to 
comprehend  the  full  meaning  and  to  understand  all  the  allu- 
sions must  not  be  carried  to  the  point  of  killing  the  interest. 
The  reading  in  class  should  lead  to  voluntary  outside  reading 
under  the  wise  guidance  of  the  teacher.  To  this  end  the 
following  suggestions  are  made. 

Standard  Prose  and  Adaptations.  The  reading  of 
books  under  this  caption  in  the  township  library  list  will 
introduce  the  pupil  to  the  world's  best  literature.  Few 
children  will  on  their  own  initiative  read  these  books.  The 
teacher  should  plan  to  awaken  interest  in  books  of  this  kind 
on  the  part  of  upper  form  pupils  especially. 

Selections  in  the  reader  used  may  often  be  utilized  to 
bring  about  the  reading  of  standard  prose  in  library  books. 
If,  for  instance,  "Rip  Van  Winkle"  is  in  the  reader  used, 
then  the  reading  of  this  selection,  if  properly  done  in  class, 
may  be  effectively  used  to  bring  about  the  voluntary  read- 
ing of  other  selections  from  Irving.  The  Odyssey  for  Boys 
and  Girls,  by  Church,  may  prove  an  open  sesame  to  the 
Greek  masterpieces  which  appear  in  good  translations  and 
adaptations. 

Poetry.  The  reading  of  poetry  in  the  reading  class 
should  lead  to  such  reading  in  the  library  books.  The  unit 
of  reading  in  poetry  is  the  poem  and  not  the  book.  Pupils 
in  the  upper  form  should  be  encouraged  to  browse  about  in 


110  Lessons  on  Use  of  School  Library 

books  of  poetry,  especially  of  such  authors  as  Longfellow, 
Whittier,  Bryant,  Lowell,  Holmes,  Field,  and  Riley.  The 
poems  of  Field,  Stevenson,  Riley,  Frank  Dempster  Sherman, 
Lucy  Larcom,  and  Mary  Mapes  Dodge  will  especially 
interest  children  in  the  lower  and  middle  forms.  A  few 
well  selected  volumes  from  Poetry-Collections  in  the  List 
of  Books  for  Township  Libraries  will  provide  much  material 
for  general  reading  of  poetry.  To  stimulate  interest,  the 
teacher  should  often  read  poetry  to  the  school. 

Plays.  The  reading  and  acting  of  the  dramatizations 
listed  under  Plays  in  the  List  of  Books  for  Township 
Libraries  will  help  to  create  interest  in  the  reading  of  plays. 
A  leading  aim  in  the  upper  form  should  be  to  get  the  pupils 
interested  in  reading  the  plays  of  Shakespeare.  Tales  from 
Shakespeare  by  Lamb  may  be  used  for  this  purpose.  When 
the  story  of  a  play  has  been  read  and  sufficient  interest 
aroused,  the  reading  of  the  play  itself  may  be  suggested. 

GEOGRAPHY— REFERENCE 

Object.     To  give  training  in  finding  geographic  information,  both  in 
reference  books  proper  and  in  shelf  books. 
Grades.     6-7. 
Class.     Geography. 

Shelf  Books.  With  that  part  of  the  table  of  classifi- 
cation from  910  to  919,  as  given  on  page  128,  on  the  board 
or  in  the  hands  of  the  pupils,  make  such  requests  as  the 
following: 

Locate  in  the  library  the  books  treating  of  the  countries  of  Europe, 
and  read  the  titles  of  some  of  them;  Asia;  South  America;  United 
States;  polar  regions;  travel  and  adventure  in  various  regions. 

Call  the  attention  of  the  class  to  the  geographic  material 
in  the  books  on  industries  (class  number,  600).  The  refer- 
ence here  is  to  such  books  as:  How  the  World  is  Clothed; 
How  the  World  is  Housed;  How  We  are  Fed;  Aunt  Martha's 
Corner  Cupboard;  Great  American  Industries;  Commercial 
Raw  Materials. 

Send  one  or  more  pupils  to  the  library  to  fmd  and  read 
the  titles  of  some  of  these  books. 

Have  an  exercise  in  finding  geographic  material  by  going 
directly  to  the  shelves  and  making  use  of  the  above  classes 
of  books,  the  indexes  in  the  books  being  used  whenever 
necessary.  Following  are  suggestive  questions  for  this 
purpose: 

1.  What  countries  of  the  world  produce  much  rice?  2.  Give  an  account 
of  the  dwelling  houses  in  Japan.  3.  Flax:  where  it  is  grown;  uses.  4. 
India  rubber:  where  obtained;  how  prepared;  uses."  5.  Leather:  of 
what  and  how  prepared.     6.    Give  an  account  of  the  jinrikisha.     7.    De- 


Lessons  on  Use  of  School  Library  111 

scribe  the  Amazon  river.    8.   Find  an  account  of  Japan.    9.   Tell  about 
pilgrimages  to  Mecca.     10.   Find  an  account  of  country  life  in  Russia. 

Card  Catalog.  Give  an  exercise  in  finding  geographic 
material  by  using  the  card  catalog.  The  following  ques- 
tions are  merely  suggestive.  Only  those  topics  should  be 
assigned  for  which  there  is  at  least  one  card.  The  pupils 
should  be  taught  to  use  some  ingenuity  in  finding  geographic 
material  by  means  of  the  card  catalog.  For  example,  in 
looking  for  material  on  the  Suez  Canal,  not  only  that  head- 
ing, but  also  "Canals"  and  "Africa"  should  be  looked  for 
among  the  cards;  then  the  indexes  of  books  referred  to  under 
the  latter  heading  will  locate  information  on  the  canal. 
The  source  of  the  information  should  be  given  in  each  case. 

1.  Give  a  short  account  of  the  cotton  industry.  2.  Where  and  how  are 
sponges  secured  and  prepared  for  the  market?  3.  Describe  the  Grand 
Canyon  of  the  Colorado.  4.  What  of  interest  would  you  expect  to  see  in 
Cape  Town?  5.  What  are  the  present  conditions  of  the  whale  fisheries? 
6.  Tell  about  the  canals  of  Holland.  7.  Briefly  describe  Formosa.  8. 
What  material  is  there  in  the  shelf  books  on  the  subject  of  glaciers?  9. 
Give  a  short  account  of  the  Suez  Canal.  10.  Briefly  describe  Porto  Rico 
as  to  location,  climate,  products,  people,  and  government. 

Reference  books.  Among  the  reference  books  useful  in 
geography  and  for  which  lessons  are  given  elsewhere  are: 
atlas;  general  encyclopedia;  Champlin's  Cyclopaedia  of 
Common  Things;  Cyclopaedia  of  Natural  History;  Cyclo- 
paedia of  Persons  and  Places;  World  Almanac;  Wisconsin 
Blue  Book;  Dictionary.  Ask  the  pupils  to  name  such  of 
these  sources  as  they  have  already  studied.  It  might  be 
well  to  briefly  review  each  with  special  regard  to  geographic 
reference  work. 

The  Statistical  Abstract  of  the  U.  S.,  issued  annually 
by  the  Bureau  of  Statistics,  Washington,  D.  C,  supplies 
much  information  regarding  our  own  country.  It  may  be 
obtained  free  on  application  to  your  member  of  Congress 
or  the  Bureau. 

General  Exercise.  Find  anywhere  in  the  library  the 
information  asked  for  in  the  following  or  a  similar  list  of 
questions.  Report  the  source  of  each  answer.  Compare 
the  different  ways  in  which  the  pupils  find  the  information 
so  as  to  give  some  training  in  the  economical  use  of  time 
in  such  reference  work. 

1.  How  many  bushels  of  wheat  were  grown  in  Argentina  last  year? 
In  the  United  States?  2.  Where  is  Mt.  Hoffmann  and  how  high  is  it? 
3.  Locate  Battery  Park,  New  York  City.  4.  What  and  where  is  Mauch 
Chunck?  5.  Which  state  has  the  largest  negro  population  in  comparison 
with  the  white  population?  Give  the  figures.  6.  Give  a  brief  account  of 
the  island  Guam.  7.  What  was  the  population  of  Wisconsin  at  the  last 
census?    In  1860?    8.   What  was  the  value  of  the  apples  exported  from  the 


112  Lessons  on  Use  of  School  Library 

United  States  in  any  one  of  the  last  two  or  three  years?  9.  How  many 
bushels  of  wheat  were  raised  in  your  county  last  year  or  the  year  before? 
10.  In  what  book  in  the  library  is  there  the  most  complete  account  of 
Holland? 

In  the  Public  Library.  If  the  school  has  access  to  a 
public  library,  the  class  should  be  made  acquainted  with 
the  location  of  the  geographic  reference  material  in  the 
reference  department;  and,  if  time  permits,  they  may  with 
profit  be  given  an  exercise  in  the  use  of  some  of  the  leading 
works,  such  as:  Lippincott's  New  Gazetteer;  Indexed  Atlas 
of  the  World;  Century  Atlas;  Baedecker's  Guide  Books; 
Reader's  Guide  to  Periodical  Literature. 


GEOGRAPHY— GENERAL  READING 
(Mainly  travel  and  adventure) 

The  object  should  be  to  awaken  an  interest  in  reading 
well-written  books  of  travel  and  adventure.  The  geography 
class  can  well  be  made  the  center  of  this  kind  of  reading,  if 
it  can  be  so  managed  as  to  be  and  appear  to  be  reading  for 
pleasure. 

In  connection  with  the  study  of  Holland,  for  example, 
Hans  Brinker  can  be  recommended  for  reading:  Labrador, — 
Adrift  on  an  Ice-pan;  Norway  and  Sweden, — Land  of  the 
Long  Night;  Africa, — King  Mombo,  Country  of  the  Dwarfs, 
and  World  of  the  Great  Forest;  Polar  Regions, — Negro 
Explorer  at  the  North  Pole,  Snowland  Folk,  Children  of  the 
Cold;  U.  S., — Tramp  Across  the  Continent,  Oregon  Trail, 
Stories  of  the  Great  West,  Down  Historic  Waterways;  the 
sea, — Cruise  of  the  Cachalot,  Two  Years  Before  the  Mast, 
Around  the  World  in  the  Sloop  Spray. 

For  the  younger  pupils  especially  there  are  available  for 
general  reading  such  books  as  those  in  the  Little  Cousin 
Series,  Little  People  Everywhere,  Library  of  Travel,  and 
Around  the  World;  while  for  those  older  we  have  Peeps  at 
Many  Lands.     These  are  all  mainly  informational. 

Meritorious  magazine  articles  on  travel  make  good  general 
reading  of  this  kind  and  the  teacher  would  do  well  to  bring 
about  the  reading  of  them  to  a  reasonable  extent. 

BIOGRAPHY— REFERENCE 

Object,  To  teach  the  sources  of  reference  in  biography;  to  bring 
together  for  this  purpose  what  has  been  previously  taught  with  regard 
thereto  in  connection  with  books  already  studied  (encyclopedia,  dic- 
tionary) and  to  point  out  additional  sources. 

Grades.     7-8. 

Class.     History  or  reading. 


Lessons  on  Use  of  School  Library  113 

Materials.  The  lessons  should  be  given  with  whatever  biographical 
material  may  be  at  hand  of  that  which  is  mentioned  in  this  outline, 
omitting  the  parts  which  call  for  reference  books  not  available. 

Collective  biography.  Acquaint  the  pupils  with  the 
class  of  books  known  as  collective  biography,  the  920's 
(class  number).  Have  them  make  a  list  of  these  in  the  school 
library,  or,  at  least,  of  half  a  dozen  of  them,  if  there  are 
many^  Teach  how  among  books  of  this  class  they  may 
readily  fmd  a  given  biography  by  means  of  the  title,  table  of 
contents,  and  index  if  there  is  one.  If  they  were  looking  for 
a  biography  of  Thomas  Jefferson,  for  instance,  they  would 
not  look  in  books  with  such  titles  as  Historic  girls,  Four 
American  Inventors,  or  Twelve  Naval  Captains;  but  they 
might  fmd  it  in  a  book  with  the  title  American  Leaders  and 
Heroes.  Such  a  discussion  and  accompanying  exercise 
should  of  course  be  based  on  the  books  at  hand. 

Individual  biography.  Next  to  the  920's,  or  collective 
biography,  come  the  921's,  or  individual  biography;  that  is, 
books  each  of  which  gives  an  account  of  the  life  of  only  one 
person.  These  are,  or  should  be,  arranged  on  the  shelves 
alphabetically  by  the  names,  not  of  the  authors  but  of  the 
persons  written  about. 

Have  the  pupils  fmd  these  books  on  the  shelves  and  make 
a  list  of  them;  have  them  note  how  they  are  arranged. 

Card  catalog.  Call  the  attention  of  the  class  to  bio- 
graphical material  in  some  book  or  books  in  the  library 
not  classed  with  collective  or  individual  biography  and 
which  are  neither  encyclopedias  nor  dictionaries.  For 
example:  in  "Grandfather's  Chair",  by  Hawthorne,  we 
fmd,  on  pages  86-92,  an  account  of  Cotton  Mather;  in  "The 
Romance  of  the  Civil  War",  by  Hart  and  Stevens,  there  is 
material  on  the  lives  of  John  Brown  (p.  287-91),  Farragut 
(p.  177-9),  Grant  (p.  179-83),  and  several  others  promi- 
nently connected  wdth  that  w^ar;  in  "Panama  and  the 
Canal",  by  Hall  and  Chester,  there  is  an  article  on  Ferdinand 
DeLesseps  (p.  113-27). 

Ask  how  such  material  is  made  available,  how  they  would 
be  able  to  fmd  it.  The  answer  is:  Look  in  the  card  catalog. 
The  teacher  should  select  beforehand  several  such  references 
actually  given  in  the  card  catalog  and  have  the  pupils  fmd 
the  corresponding  cards  and  by  means  thereof  to  locate  the 
material  in  the  books. 

Biographical  information  in  the  dictionary.  This 
was  studied  when  the  lessons  on  the  use  of  the  dictionary 
were  given  (page  ^0).  The  pupils  may  now  be  asked  where 
they  would  look  to  quickly  learn  when  a  certain  person  of 
note  lived,  or  when  he  was  born,  and  what  occupation  he 
followed,  when  no  further  particulars  are  desired.  For 
example:  In  what  year  was  Grover  Cleveland  born?     Who 


114  Lessons  on  Use  of  School  Library 

was  William  T.  Harris  and  when  did  he  live?  How  old  is 
Ex-President  Taft?  Have  enough  similar  questions  answer- 
ed to  recall  such  use  of  the  dictionary. 

In  the  dictionary,  too,  are  given  the  nicknames  of  noted 
men;  such  as  Stonewall  Jackson,  Learned  Blacksmith. 
These  will  be  found  among  noted  names  in  fiction  when 
these  are  given  a  separate  place  in  the  appendix.  Give 
these  two  to  be  looked  up  as  illustrations. 

General  encyclopedia.  A  general  encyclopedia  of 
several  volumes  is  a  more  certain  source  of  biographical 
sketches  than  any  other  work  which  the  library  is  likely 
to  contain.  However,  in  the  case  of  biographies  of  persons 
still  living  when  the  encyclopedia  was  prepared  or  revised, 
if  this  took  place  several  years  previously,  important  facts 
may  be  omitted;  and  biographies  of  persons  who  have  since 
become  prominent  will  not  be  included. 

Assign  several  names  for  reference  in  the  encyclopedia, 
including  some  to  illustrate  the  last  mentioned  point,  if  an 
encyclopedia  illustrating  it  is  at  hand. 

Champlin's    Cyclopaedia    of    Persons  and  Places. 
In  the  lesson  on  the  use  of  this  work  (see   page   57),  its  use 
as  a  source  of  biographical  material  is  taught.     Review  its 
use  for  this  purpose. 

Bluebook.  In  the  lesson  on  the  Wisconsin  Blue  Book 
(see  page  55),  there  is  included  instruction  with  reference 
to  the  biographical  sketches  which  it  contains.  By  way  of 
review,  assign  the  reading  of  one  sketch  of  each  class  of 
public  men  there  included.  Select  sketches  of  officers  in 
whom  the  members  of  the  class  are  likely  to  be  interested. 

Histories.  The  biographical  information  in  history 
texts  and  historical  works  in  the  library  should  be  made 
use  of  when  necessary.  The  indexes  will  facilitate  such 
use  of  these  books.  Histories  of  literature  give  biographical 
information  regarding  authors. 

Additional  reference  material.  In  public  libraries 
and  some  of  the  larger  school  libraries,  there  will  be  found 
sources  of  biographical  material  with  at  least  some  of 
which  the  pupils  in  schools  having  access  thereto  should 
become  acquainted. 

Foremost  among  these  sources  may  be  mentioned: 
Century  Cyclopedia  of  Names,  being  one  of  the  volumes  of 
the  Century  dictionary;  Congressional  Directory;  Reader's 
Guide  to  Periodical  Literature;  Who's  Who  in  America. 

Other  sources  include:  Appleton's  Cyclopedia  of  Ameri- 
can Biography;  Bryan's  Dictionary  of  Painters  and  En- 
gravers; Champlin's  Cyclopedia  of  Painters  and  Painting; 
Dictionary  of  National  Biography — Index  and  Epitome; 
Lippincott's  Pronouncing  Biographical  Dictionary;  Who's 
Who. 


Lessons  on  Use  of  School  Library  115 

If  such  material  is  available,  the  class  should  learn  where 
in  the  reference  room  of  a  pubUc  Ubrary  it  is  located,  and 
should  be  given  an  exercise  in  the  use  of  the  works  named, 
in  the  next  to  the  last  preceding  paragraph. 

Test  exercise. — The  following  questions  will  provide 
an  exercise  in  testing  the  abiUty  of  the  pupils  to  use  bio- 
graphical reference  material.  The  questions  for  which 
material  is  not  at  hand  are  to  be  omitted.  Pupils  should, 
in  each  instance,  state  the  source  of  their  information. 
Comments  by  the  teacher  and  discussions  by  the  class  in 
this  connection  should  have  for  their  object  the  development 
of  good  judgment  in  using  reference  material. 

1.  Give  a  short  sketch  of  the  life  of  the  congressman  from  your  district. 
2.  What  is  the  age  of  the  President  of  the  U.  S.?  3.  Give  a  short  account 
of  the  life  of  Edison.  4.  What  book  in  your  library  gives  the  most  com- 
plete account  of  General  Grant?  5.  When  is  Longfellow's  birthday? 
6.  Who  was  called  the  Little  Giant?  7.  What  was  Mark  Twain's  real 
name  and  what  circumstance  gave  him  his  nickname?  8.  Report  what 
material  your  library  contains  on  the  life  of  Robert  Fulton.  (This  question 
should  send  the  pupils  to:  (1)  the  card  catalog:  (2)  the  920's;  (3)  the 
921's;  (4)  the  Encyclopedia  of  Persons  and  Places;  (5)  the  general  en- 
cyclopedia; (6)  to  other  probable  sources  which  may  be  available.)  9. 
Who  is  the  Chief  Justice  of  the  Supreme  Court  of  Wisconsin?  Give  a  few 
leading  facts  of  his  life.  10.  In  what  books  in  your  library,  aside  from  the 
encyclopedia,  will  you  fmd  accounts  of  inventors?  IL  How  man^'-  of  the 
members  of  the  Wisconsin  senate  were  farmer  boys?  Of  the  Wisconsin 
representatives  in  Congress?  12.  Give  a  short  account  of  the  lives  of  the 
authors  of  three  or  four  library  books  which  you  have  read  and  which 
you  liked.  13.  What  was  Daniel  Webster's  attitude  on  the  slavery  ques- 
tion? 14.  Read  an  account  of  the  life  of  some  person  mentioned  in  today's 
daily  newspaper.  15.  Find  a  short  sketch  of  some  poet  now  living.  16. 
Find  a  magazine  article  on  the  life  of  Marconi. 

BIOGRAPHY— GENERAL  READING 

No  other  kind  of  reading  is  so  likely  to  stimulate  worthy 
ambition  and  to  form  right  ideals  of  thought  and  action  as 
that  of  well-written  and  wisely  selected  biography.  Many 
of  our  greatest  characters  owe  their  start  toward  success  in 
life  to  the  stimulus  of  the  notable  examples  related  in  the 
lives  of  eminent  men  and  women.  The  effect  of  Weem's 
life  of  Washington  on  the  youthful  Lincoln  is  a  well-known 
illustration  in  this  connection. 

Schools  should  seek  to  make  effective  in  the  population 
as  a  whole  the  influence  which  has  such  remarkable  results 
to  its  credit.  To  this  end  two  things  are  necessary:  to 
bring  about  considerable  reading  of  biography  on  the  part 
of  the  boys  and  girls  in  the  schools  and  to  unite  therewith 
an  intelligent  interest  which  shall  continue  after  school  days 
are  past.     Some  suggestions  follow. 


116  Lessons  on  Use  of  School  Library 

In  the  primary  grades  stories  of  great  men  and  women  should  be  told 
or  read  to  the  children.  This  may  be  done  in  connection  with  the  lan- 
guage work,  the  stories  told  being  made  the  basis  of  conversations  for 
language  purposes. 

In  the  intermediate  grades  this  method  should  be  supplemented  by  the 
reading  on  the  part  of  the  pupils  of  simple  but  interesting  biographies 
suitable  for  these  grades  (see  List  of  Books  for  Township  Libraries). 

The  following  suggestions  apply  principally  to  the  upper 
grades  and  beginning  high  school. 

Individual  biography.  After  the  lessons  on  reference 
work  in  biography  have  been  given,  the  pupils  may  be 
asked  to  select  some  book  of  individual  biography  to  read. 
Among  the  many  lives  suitable  for  this  purpose  may  be 
mentioned : 

Lincoln;  Washington;  Edison;  Grant;  Columbus;  Helen  Keller;  Jacob 
A.  Riis  (in  his  "The  Making  of  an  American");  Booker  T.  Washington  (in 
his  "Up  from  Slavery");  Livingstone;  Stanley;  Queen  Elizabeth;  Daniel 
Boone;  Gen.  George  A.  Custer;  Benjamin  Franklin;  Joan  of  Arc;  Governor 
John  A.  Johnson;  Napoleon;  Alice  Freeman  Palmer;  Louisa  M.  Alcott. 

One  way  of  awakening  a  desire  for  any  particular  biogra- 
phy is  to  read  an  especially  interesting  part  to  the  class  or 
school,  the  reading  being  preceded  by  appropriate  remarks. 
By  calling  attention  to  several  biographies  in  such  a  way 
as  to  create  a  desire  to  read  them,  a  number  of  pupils  will 
be  reading  different  lives  at  the  same  time  and  then  by 
exchanging  information  with  respect  to  the  books  further 
guidance  and  stimulus  will  be  provided. 

Collective  biography  as  a  source  of  profitable  general 
reading  is  likely  to  be  neglected.  The  apparent  lack  of 
interest  in  such  reading  can,  to  an  extent,  be  overcome  by 
having  the  pupils  select  for  reading  only  those  biographies 
in  a  collection  which  are  Ukely  to  prove  of  interest  to  them. 
This  will  also  give  practice  in  selection,  which  is  of  so  much 
value  in  developing  effective  reading  habits.  The  follow- 
ing are  some  of  the  representative  books  of  collective 
biography  now  (1915)  on  the  List  of  Books  for  Township 
Libraries;  the  grades  for  which  each  is  suitable  are  indicated 
in  parentheses. 

Baldwin.  An  American  book  of  golden  deeds  (5-6);  Beebe.  Four 
American  naval  heroes  (5-7);  Bolton.  Lives  of  girls  who  became  famous 
(7-12);  Bolton.  Lives  of  poor  boys  who  became  famous  (7-12);  Burton. 
Four  American  patriots  (5-7) :  Coe.  Heroes  of  everday  life  (6-8) ;  Eggles- 
ton.  Stories  of  great  Americans  for  little  Americans  (2-4);  Haaren. 
Famous  men  of  the  middle  ages  (6-8);  Marden.  Stories  from  life  (5-8); 
Parton.  Captains  of  industry  (7-10);  Perry.  Four  American  Inventors 
(5-8);  Gould.  The  Children's  Plutarch  (6-9);  tales  of  the  Greeks  (6-9); 
Ditto.  Tales  of  the  Romans  (6-9);  Riis.  Hero  tales  of  the  far  North; 
Wade.  Wonderworkers  (6-8);  Wright.  Children's  stories  in  American 
literature,  1660-1860  (7-12). 


Lessons  on  Use  of  School  Library  117 

HISTORY— REFERENCE 

Object.  To  teach  the  use  of  the  library  as  a  source  of  reference  in 
history. 

Grades.     7-10. 
Class.     History. 

Shelf  Books.  Have  the  pupils  note  from  the  table  of 
class  numbers  (page  128),  a  copy  of  which  numbers  should 
be  on  the  board  or  on  a  sheet  in  their  hands,  that  the  history 
books  are  those  with  class  numbers  from  930  and  up. 
Locate  the  books  given  each  class  number  beginning  with 
930.  This  should  be  done  in  answer  to  such  questions  by 
the  teacher  as:  Name  the  books  in  the  library  dealing 
with  the  history  of  England;  of  the  American  Revolution; 
of  the  Civil  War. 

In  this  connection,  if  there  is  a  source  book  at  hand,  have 
the  class  glance  through  it  and  learn  its  main  characteristic, 
namely,  the  giving  of  historical  information  by  quoting  the 
exact  words  of  competent  observers  or  participants  of  the 
events.  Examples  are:  Colonial  Children,  Camps  and 
firesides  of  the  Revolution  and  other  Source  readers  in 
American    history. 

Give  an  exercise  in  finding  historical  material  directly 
in  the  history  books  on  the  shelves.  Assign  topics  which 
you  know  are  given  space  in  books  at  hand. 

Card  Catalog.  Definite  historical  topics  should  be 
assigned  for  which  references  are  to  be  sought  in  the  card 
catalog.  The  teacher  should  make  sure  beforehand,  ho\y- 
ever,  that  the  topics  assigned  are  represented  by  cards  in 
the  catalog,  and  that  the  books  referred  to  are  in  their 
proper  places  on  the  shelves. 

In  this  connection,  teach  the  subdivisions  of  United  States 
history  as  given  in  the  card  catalog,  namely: 

U.  S.  History — Discovery  and  exploration. 

U.  S.  History — Colonial  period. 

U.  S.  History — French  and  Indian  war 
and   so   on.     These   cards   are   arranged   in   chronological   rather    than 
alphabetical  order. 

In  looking  up  a  topic  in  U.  S.  history,  the  period  in  which 
it  falls  should  be  determined  and  then  the  corresponding 
cards  found;  then,  in  the  book  or  books  referred  to,  the 
topic  can  be  located  by  means  of  the  table  of  contents  or 
index. 

Cards  referring  to  U.  S.  history  as  a  whole  should  also 
be  used.  The  following  topics  are  suggested  for  an  exercise 
in  the  use  of  the  card  catalog  in  history  reference  work. 

Battle  of  Long  Island;  assassination  of  President  Lincoln;  settlement 
of  Jamestown;    stamp  act;    battle  of  Lake  Erie;    Missouri  compromise; 


118  Lessons  on  Use  of  School  Library 

Louisiana  purchase;   Monitor  and  Merrimac;   Braddock's  defeat;   Burr's 
conspiracy. 

Atlases.  Pupils  should  be  trained  to  the  habit  of  locat- 
ing places  where  historical  events  of  which  they  read  occur- 
red. If  no  historical  atlas  is  at  hand,  the  maps  in  a  general 
atlas,  or  those  in  a  history  or  geography  text,  or  in  an 
encyclopedia,  should  be  made  use  of. 

Encyclopedias.  Assign  to  each  pupil  one  or  more^his- 
torical  topics  to  be  looked  up  in  the  encyclopedia  fuse 
topics  already  touched  upon  in  the  history  or  other  class. 
Be  sure  beforehand  that  the  topics  are  discussed  in  the 
encyclopedia  at  hand.  A  general  encyclopedia  is  to  be 
preferred,  but  Champhn's  Cyclopaedia  of  Persons  and  Places 
contains  historical  material  under  the  names  of  historical 
persons  and  places.  The  history  of  inventions  is  given 
in  such  works  as  Champlin's  Cyclopaedia  of  Common  Things 
and  in  shelf  books  among  the  600's,  as  well  as  in  general 
encyclopedias.     Topics  like  the  following  are  suggested. 

Boxer  rebellion;  battle  of  Gettysburg;  cotton  gin;  immigration;  Min- 
nesota, Jacobites;  fugitive  slave  laws;  Free-soil  Party;  Centennial 
Exhibition;   Gadsden  Purchase;  Boer  War. 

Dictionary.  Historical  events  which  have  added  words 
and  phrases  to  the  language  are  briefly  explained  in  the 
dictionary.     Have  the  pupils  look  up  some  of  the  following: 

Squatter  sovereignty;  tory;  carpetbagger;  mugwump;  South  Sea 
Bubble;  Alien  and  Sedition  Laws;  Whisky  Insurrection;  locofoco; 
Greenback  party;  Ku-Klux  Klan. 

Biography.  Biography  is  a  valuable  source  of  historical 
reference  material.  A  life  of  Lincoln,  for  example,  is- good 
for  reference  in  the  study  of  slavery  or  of  the  Civil  War. 
Usually  such  biographies  are  provided  with  indexes  which 
make  the  historical  information  available.  In  assigning 
the  history  lesson,  the  teacher  should  be  on  the  alert  to 
find  occasion  to  direct  the  pupils  to  biographies  in  the  library 
which  contain  material  connected  with  the  lesson  assigned. 

Current  History.  For  current  events  newspapers,  maga- 
zines, and  year-books  are  the  main  sources.  Indexes  to 
rnagazines  at  hand,  Readers'  Guide  to  Periodical  Literature 
(if  a  library  containing  it  and  the  magazines  referred  to  are 
accessible),  and  the  World  Almanac  are  recommended  for 
use  in  this  connection.  The  use  of  each  of  these  is  outlined 
elsew^here. 

Public  Library.  If  a  public  library  is  accessible,  some 
reference  work  in  history  may  with  profit  be  done  with  the 
following,  especially: 

Poole's  Index;  Readers'  Guide  to  Periodical  Literature  (especially  of 
value  for  current  history);  Lamed's  History  for  Ready  Reference;  Har- 
per's Dictionary  of  Classical  Literature  and  Antiquities. 


Lessons  on  Use  of  School  Library  119 

General  exercise.  After  the  above  sources  have  been 
studied,  give  an  exercise  which  will  test  and  train  the  pupils 
in  making  ready  use  of  whatever  historical  reference  material 
may  be  at  hand.  Following  is  a  suggestive  list  of  topics 
for  each  of  which  a  brief  historical  account  is  to  be  found. 

American  flag;  reaper;  civil  service;  battle  of  Brandywine;  London 
fire;  slavery;  Quakers;  cotton-gin;  Nero;  French  Revolution;  Seven  Years' 
War;  Pontiac's  Conspiracy;  printing;  black  death;  Dred  Scott  decision; 
Causes  of  the  American  Revolution  ;  Crusades;  Hundred  Years'  War; 
the  pyramids  of  Egypt;  Iceland;  discovery  of  America;  Brazil;  feudal 
system;  discovery  of  the  South  Pole;  Spanish-American  War;  Johns- 
town flood. 

HISTORY—GENERAL  READING 

General  reading  in  history  will  throw  light  on  historical 
events  and  will  tend  to  awaken  an  interest  in  the  serious 
study  of  the  subject.  It  includes  history  in  the  form  of 
stories,  such  as  Tales  of  a  Grandfather,  Grandfather's  Chair, 
and  Peter  of  New  Amsterdam;  biographies  of  historical 
characters;  and  historical  fiction.  The  list  of  books  for 
township  libraries  gives  help  in  selecting  books  for  this 
kind  of  general  reading. 

The  history  class  especially  affords  occasion  for  such 
reading.  When  studying  the  American  Revolution,  for 
instance,  interest  may  be  awakened  in  the  reading  of  such 
books  as:  Strange  Stories  of  the  Revolution;  The  Boys  of 
the  Revolution;  The  True  Story  of  George  Washington; 
Autobiography  of  Benjamin  Franklin;  The  Spy  (Cooper); 
Guert  Ten  Eyck  (Stoddard).  But  this  reading  must  not 
be  made  to  appear  as  task  work.  On  the  contrary,  it 
should  create  a  desire  to  do  more  such  reading  within 
reasonable  limits. 

FICTION 

The  judicious  reading  of  good  fiction  stimiilates  the 
imagination,  gives  a  better  insight  into  human  nature  and 
a  broader  outlook  on  life,  and  is  a  source  of  rational  enjoy- 
ment. 

Fiction  often  is  the  first  reading  that  appeals  to  young 
people  and  is  therefore  important  in  helping  to  establish  the 
reading  habit;  besides,  it  increases  the  vocabulary  and  in 
other  ways  assists  in  the  improvement  of  the  reader's  use 
of  English.  A  reasonable  amount  of  such  reading  should 
not  be  discouraged.  But  the  cpiality  and  amount  need  to 
be  wisely  regulated. 

It  is  a  point  of  general  agreement  that  fiction  forms  much 
too  large  a  proportion  of  reading  by  both  children  and  adults. 
A  recent  compilation  of  the  circulation  in   some  twenty 


120  Lessons  on  Use  of  School  Library 

public  libraries  of  the  state  revealed  that  on  the  average 
sixty-eight  per  cent  of  the  books  loaned  were  fiction.  It  is 
safe  to  say  that  fiction  formed  a  still  larger  proportion  of 
the  books  read  which  were  not  drawn  from  public  libraries. 
Many  people  never  read  any  other  kind  of  literature. 

It  should  be  one  of  the  results  of  library  work  in  the 
schools  to  improve  this  condition.  Negatively,  this  cannot 
be  done  by  discarding  the  works  of  fiction  in  the  school 
library  nor  by  unreasonably  restricting  such  reading.  The 
formation  of  a  taste  for  good  fiction  will  help;  for  it  is  ap- 
parent that  excess  here  usually  means  the  reading  of  harm- 
ful works  of  fiction  or  of  such  as  have  no  positive  value. 
Interest  in  other  lines  of  reading  will  naturally  also  decrease 
the  proportion  of  fiction  reading. 

First,  as  to  developing  a  taste  for  good  fiction  instead 
of  that  which  is  mediocre  or  vicious.  There  are  exposed 
for  sale  in  many  a  shop  window  and  book  stall  thoroughly 
vicious  books  for  the  young;  others  are  exhibited  which, 
while  not  in  and  of  themselves  harmful,  become  so  because 
of  the  large  amount  of  profitless  reading  to  which  they  lead; 
they  keep  the  reader  away  from  better  things  and  gradually 
exert  a  weakening  effect  upon  his  mental  and  moral  fiber. 
Such  books  are  kept  off  the  township  library  list.  Interest- 
ing the  pupils  in  the  reading  of  the  fiction  in  the  school 
library  will  therefore  help  save  them  from  this  "yellow" 
fiction. 

Because  we  must  begin  on  the  level  of  the  pupil's  tastes 
and  capacities,  there  are  included  in  the  township  library  list 
some  juveniles  that  have  no  particular  literary  merit,  but 
which  may  form  a  starting  point  for  developing  the  reading 
habit  in  general  and  a  taste  for  better  fiction  in  particular. 
Constant  effort  should  be  made  to  develop  the  pupil's 
taste  for  fiction  of  the  better  grade.  Interest  aroused  in 
a  work  of  fiction  may  be  utilized  to  bring  about  the  reading 
of  a  related  work  of  more  merit. 

Pupils  should  be  given  so  far  as  practicable  a  many- 
sided  interest  in  reading;  fiction  should  not  monopolize 
the  field.  The  suggestions  given  on  preceding  pages  for 
bringing  about  the  reading  of  biography,  travel,  etc., 
will  prove  helpful  to  this  end.  As  teachers  get  more  ex- 
perience in  dealing  with  the  problem,  additional  ways  will 
suggest  themselves.  The  lists  to  be  issued  for  the  use  of 
the  Wisconsin  Young  People's  Reading  Circle  will  prove 
helpful. 

Fiction  may  itself  be  utilized  to  bring  about  other  kinds 
of  reading.  When,  for  example,  a  boy  has  read  with 
interest  The  Young  Trailers,  by  Altsheler,  if  he  is  told  about 
Daniel  Boone,  Pioneer  of  Kentucky,  he  may  be  moved 
to  read  it  of  his  own  accord.     Similarly,  if  he  has  read 


Lessons  on  Use  of  School  Library  121 

Uncle  Tom's  Cabin,  he  may  perhaps  easily  become  inter- 
ested in  Up  F'rom  Slavery,  by  Booker  T.  Washington. 
So  with  Captains  Courageous,  by  Kipling,  and  The  Cruise 
of  the  Cachalot,  by  Bullen;  Little  Jarvis,  by  Seawell,  and 
The  Hero  of  Erie,  by  Perry;  The  Quest  of  the  Fish-dog 
Skin,  by  Schultz,  and  Parkman's  Oregon  Trail;  Two  Little 
Confederates,  by  Page,  and  Romance  of  the  Civil  War, 
by  Hartman;  Hans  Brinker,  by  Dodge,  and  The  Land  of 
Pluck,  by  the  same  author;  Little  Women  and  Louisa  M. 
Alcott,  her  Life,  Journals,  and  Letters. 

In  the  giving  of  credit  for  outside  reading,  one  stipu- 
lation should  be  that  only  a  certain  proportion  of  fiction 
will  be  counted.  The  lists  of  the  Young  People's  Reading 
Circle  will  help  carry  out  this  suggestion  and  yet  retain 
the  voluntary  feature  which  is  essential  to  the  development 
of  a  taste  for  good  reading. 

BOOKS  FOR   YOUNGEST  CHILDREN 

The  books  under  this  caption  on  the  township  library  list 
are  intended  for  grades  one  and  two,  mainly  for  grade  one. 
It  is  the  intention  that  they  are  to  be  drawn  by  the  children 
and  read  just  as  in  the  case  of  library  books  taken  out  by 
older  pupils.  We  have  here  an  opportunity  to  develop  the 
library  habit  in  the  most  impressionable  years. 

To  awaken  interest,  parts  of  the  books  may  be  read  aloud 
by  the  teacher.  Care  should  be  taken  not  to  give  out  to  a 
child  a  book  which  is  too  difficult  or  which  for  other  reasons 
is  unsuitable.  There  should  be  perfect  freedom  to  return 
unread  a  book  which  fails  to  interest  the  young  reader. 
Any  idea  of  task  work  should  be  avoided  in  connection  with 
this  reading.  Let  the  children  browse  among  the  books  so  as 
to  encourage  them  to  select  those  which  will  interest  them. 

Library  books  for  the  youngest  children  should  not  be  used 
as  supplementary  readers,  for  this  removes  them  from  their 
place  in  the  library,  which  is  to  provide  material  for  volun- 
tary reading.  Occasionally,  however,  a  pupil  who  can  read 
well  may  be  asked  to  read  to  the  class  part  of  a  favorite 
library  book.  Some  of  the  best  known  Mother  Goose 
Rhymes  and  other  child  literature  which  has  gained  popular 
favor  should  be  memorized  by  the  children,  to  the  extent  to 
which  this  can  be  done  without  connecting  with  the  library 
books  the  idea  of  task  work. 

PICTURE  BOOKS 

The  picture  books  included  in  the  township  library  list 
are  selected  with  a  view  to  beguile  some  of  the  leisure  time  of 
the  little  folks,  to  stimulate  wholesome  interest  in  life  and 
nature  and  recreation,  to  provide  an  incentive  for  making 


122  Lessons  on  Use  of  School  Library 

a  try  at  reading,  to  develop  the  taste  away  from  atrocious 
colored  supplements,  and  to  help  parents  select  picture 
books  of  this  kind  for  the  home. 

It  is  perhaps  needless  to  say  that  these  picture  books 
should  not  be  given  out  so  freely  that  the  children  will 
quickly  lose  interest  in  them.  Care  should  be  taken  that 
they  do  not  soon  become  soiled  and  torn  and  so  lose  their 
attractiveness.  It  may  be  found  necessary  for  this  reason 
not  to  allow  them  to  be  taken  home.  These  books  may  be 
the  first  library  books  used  by  the  children  and  it  is  important 
that  this  introduction  to  the  library  be  a  pleasant  one. 

REVIEW  AND  TEST  EXERCISE 

After  the  lessons  on  the  use  of  the  school  library  have  been 
given,  there  should  be  a  review  of  the  work  and  a  fmal  test 
of  the  pupils'  ability  to  make  use  of  the  instruction  received. 
As  an  aid  in  reviewing  and  testing,  the  following  questions 
can  be  drawn  upon. 

1.  What  is  the  plural  of  index?  2.  What  counties  make  up  the  eighth 
congressional  district  in  Wisconsin?  3.  Find  an  article  on  the  life  of  some 
successful  merchant.  4.  What  is  the  latitude  and  what  the  longitude  of 
New  Orleans?  5.  At  what  age  did  Andrew  Jackson  die?  6.  Describe  the 
flag  of  Sweden.  7.  Find  a  poem  on  peace.  8.  How  many  votes  did  the 
present  governor  receive  at  the  election  which  placed  him  in  office?  How 
many  were  received  by  the  principal  competing  candidate?  9.  Name 
several  synonyms  of  the  adjective  strong;  discuss  the  difference  in  mean- 
ing between  strong  and  one  of  these  synonyms.  10.  From  what  language 
do  we  get  the  word  algebra?  11.  Find  a  poem  about  General  Grant. 
12.  Find  all  that  the  library  contains  on  the  life  of  Peter  Cooper.  13.  Who 
is  the  adjutant  general  of  the  state?  14.  What  and  where  is  Ben  Nevis? 
From  what  body  of  w^ater  could  you  see  it?  15.  Who  wrote  the  Battle 
Hymn  of  the  Republic?  when?  and  under  what  circumstances?  16.  Find 
what  the  library  contains  on  Lincoln's  schooling.  17.  Give  an  account 
of  the  origin  of  the  song  Old  Folks  at  Home.  18.  What  and  where  is 
the  Smithsonian  Institution?  19.  What  is  the  latest  date  on  which 
Easter  will  come  within  the  next  five  years?  What  year?  20.  What 
people  are  called  Toothpicks?  21.  Give  an  account  of  the  origin  of  the 
story  Cinderella  and  the  Glass  Slipper.  22.  Who  is  the  author  of  the 
lines: 

"Behind  a  frowning  providence 
He  hides  a  smiling  face." 
23.  Find  an  article  on  the  history  of  books.  24.  Find  all  the  material 
in  the  library  on  the  god  Thor.  25.  On  snakes.  26.  Give  figures  to 
show  whether  or  not  the  number  of  horses  in  the  U.  S.  is  on  the  increase 
or  decrease.  27.  What  state  is  called  the  Blue  Hen  State?  28.  Who  is 
the  present  ruler  of  Japan?  29.  During  what  period  did  Alexander  H, 
emperor  of  Russia,  reign?  30.  Find  an  article  in  the  library  telling  how 
mountains  were  formed.  31.  Give  the  correct  pronunciation  of  the 
Scripture  proper  name  Misrenhothmaim.    32.  Find  an  article  on  the  pre- 


Lessons  on  Use  of  School  Library  123 

vention  of  typhoid  fever.  33.  Who  is  president  of  the  American  Federa- 
tion of  Labor?  34.  What  is  the  average  yield  of  oats  per  acre  in  Wiscon- 
sin? Compare  with  Minnesota.  35.  How  many  ofTiccrs  and  men  in  the 
U.  S.  army?  Navy?  36.  Find  some  material  in  the  library  on  bovine 
tuberculosis.  37.  Find  an  article  on  the  Apollo  Belvedere.  38.  Give  a 
quotation  from  Whittier.  39.  Find  what  the  library  contains  on  the 
Chicago  fire.  40.  Find  an  article  on  how  to  plant  trees.  41.  Who  was 
the  Maid  of  Orleans?  when  did  she  live?  and  what  did  she  achieve?  42. 
What  does  the  name  Charles  literally  mean?  43.  Locate  the  Grand 
Central  Station  in  New  York  City.  44.  Is  it  good  English  to  say:  Gypsies 
are  always  on  the  move?  45.  What  books  containing  biographies  of 
inventors  are  there  in  the  library?  46.  Find  a  description  of  the  Hoang-Ho 
River.  47.  Who  is  the  present  governor  of  Kentucky?  48.  What  is 
meant  by:  He  has  the  key  of  the  street?  49.  What  is  the  height  of  Pike's 
Peak?  50.  Explain:  You  cannot  expect  him  to  do  that  without  some 
quid  pro  q-uo. 


124  Lessons  on  Use  of  School  Library 


INSTRUCTION   IN   THE   USE   OF   THE   PUBLIC 
LIBRARY 

The  following  outline  course  is  one  prepared  by  Miss  Mary  A.  Smith, 
librarian  of  the  Madison,  Wisconsin,  Public  Library,  and  used  by  her  in 
giving  to  the  eighth  grade  pupils  of  that  city  instruction  in  the  use  of 
the  library. 

Lesson  1 

For  the  first  talk  take  up  classification  and  arrangement 
of  books.  Put  on  the  blackboard  the  ten  classes  of  the  Dewey 
system  with  name  for  each  class,  explaining  names  which 
may  not  be  clear  to  children,  as  sociology  and  philology. 
Give  the  reason  for  the  name  Dewey.  Write  out  the  divisions 
of  the  900  class.  Leave  these  on  board  and  ask  children  to 
learn  the  ten  classes  for  the  next  day. 

Write  out  the  ten  divisions  of  the  500  class  and  then  the 
sections  of  510,  simply  as  an  illustration  of  the  farther 
decimal  division.  Do  not  ask  this  to  be  learned.  Emphasize 
over  and  over  the  grouping  of  books  on  same  subject  so  that 
children  will  understand  the  reason  for  the  library  arrange- 
ment of  books.  That  is  the  idea  to  leave  with  them  this 
day. 

Explain  how  the  author  number  is  obtained  and  put  on 
board.  Call  no.  =  class  no.+author  no.  Explain  why  call 
no.  is  the  name. 

Draw  plan  of  the  book  room  at  the  library  and  by  putting 
on  the  class  numbers,  show  where  each  class  is  located. 
Explain  what  a  stack  is,  if  library  has  stacks.  Put  running 
questions  to  children:  "Where  will  you  find  a  history? 
a  book  on  art?  on  religion?"  Call  attention  to  labels  as 
time  savers. 

Lesson  2 

Obtain  a  list  of  the  children's  names,  and  question  them 
in  a  review  on  what  you  gave  the  day  before.  Put  call  nos. 
on  the  board,  one  by  one,  but  rapidly,  and  call  on  a  child 
to  tell  what  he  knows  about  the  book  from  the  call  no. 
Example:  240  is  a  book  on  religion  by  a  man  whose  name 
begins  with  C. 

Tell  the  children  the  two  exceptions  to  the  rules  you  gave. 
Explain  about  fiction  first  and  then  define  collective  and 
individual  biography.  In  individual  biography  get  children 
to  work  out  the  author  letter  by  first  putting  on  the  board 
call  nos.  of  several  biographies  of  Lincoln  with  author 
letter  from  author  of  biography.  Then  by  showing  them 
how  these  biographies  would  be  scattered  among  others, 
and  thus  break  the  rule  of  the  day  before,  that  said  all  books 


Lessons  on  Use  of  School  Library  125 

on  a  subject  stand  together,  get  them  to  tell  you  what  to 
take  for  the  author  letter. 

For  the  new  part  of  the  talk,  draw  a  plan  of  the  reference 
room,  showing  how  the  same  arrangement  holds  here. 
Explain  the  term  reference,  and  the  mark  added  to  call  no. 
to  indicate  book  is  a  reference  book.  Explain  about  general 
reference  books,  reference  books  for  each  class,  reference 
copies  of  books  and  temporary  reference  books.  In  tempo- 
rary reference  books,  make  clear  to  them  the  object,  to 
serve  more  people,  not  to  favor  a  few. 

Lesson  3 

Review  by  call  nos.  as  on  the  previous  day,  adding  to  the 
ones  of  day  before  reference,  fiction,  collective  and  in- 
dividual biographies.  Satisfy  yourself  that  the  children 
have  clear  ideas  about  these. 

The  talk  for  the  day  is  on  the  catalogue.  Explain  why 
catalogue  is  not  printed  but  on  cards.  Tell  them  you  are 
going  to  catalogue  some  books  for  them  on  the  board  and 
for  the  first  choose  one  whose  title  gives  a  clue  to  the  subject 
of  the  book.  On  the  board  write  author,  surname  only, 
title  and  call  number.  Label  it  author  card.  Explain  why 
a  title  card  is  made  and  make  one  on  the  board.  Explain 
why  a  subject  card  is  made  and  make  one.  Label  the  last 
two  also.  Take  another  book  and  have  different  children 
dictate  to  you  what  the  cards  would  be  and  put  those  on 
the  board.  Do  as  many  as  you  have  time  to  do.  For  one 
take  a  book  whose  subject  is  not  suggested  by  title  and  let 
children  guess  and  from  this  work  out  analyticals  with  the 
paging.  Explain  how  cards  are  arranged  and  have  them 
tell  you  the  order  in  which  the  cards  on  the  board  would  be 
placed.  Number  cards  as  they  give  them.  Draw  plan  of 
catalogue  case,  putting  index  letters  in  a  number  of  the 
drawers.  Ask  children  in  which  drawers  the  cards  on  the 
board  would  go. 

Lesson  4 

At  the  beginning  of  this  talk,  say  to  the  children  what 
you  may  wish  to  say  in  a  general  way  about  the  library. 
If  there  is  a  discipline  problem  at  the  library,  now  is  a  good 
time  to  state  how  you  feel  about  it.  Be  brief  in  these  state- 
ments. The  children  by  this  time  will  feel  somewhat 
acquainted  with  you  and  receive  what  you  say  differently 
from  what  they  would  if  you  had  started  the  first  talk  in 
this  way.5 

For  the  day's  talk,  bring  the  first  and  any  following 
number  of  a  volume,  not  the  second,  of  a  magazine.  Call 
attention  first  to  the  contents  page  of  no.  1  and  the  paging. 
Do  the  same  with   number  four,   showing  how  they  are 


126  Lessons  on  Use  of  School  Library 

parts  of  volume.  Have  with  you  the  index  of  the  volume 
and  show  how  this  takes  the  place  of  the  six  contents  pages 
as  a  guide  to  contents.  Place  on  board  backs  of  several 
volumes  of  magazines,  arranging  by  volume  and  bring  out 
the  idea  of  file.  Ask  them  now  how  they  would  get  at 
contents  of  the  file. 

Put  on  board  the  name  of  the  abridged  Poole  with  dates 
covered,  explain  name  and  somewhat  of  how  it  was  made, 
bringing  out  clearly  its  great  use  as  a  time  saver.  Add  the 
name  of  the  Readers'  Guide  with  dates.  Take  a  number 
of  topics  and  ask  children  which  index  to  use,  bringing 
out  the  significance  of  date  for  some  topics,  as  air-ships  for 
instance.  Place  on  board  a  few  items  from  the  library  check- 
list of  bound  magazine  files  and  explain  items  like  Forum 
1-date  and  broken  file  volumes.  Ask  them  if  Hbrary  has 
volumes  so  and  so. 

Lesson  5 

Visit  the  library.  Take  children  to  reference  room. 
Explain  very  briefly  date  and  general  character  of  general 
cyclopedias.  Then  quickly  pass  around  the  reference  room, 
calling  their  attention  to  the  reference  books  they  will  need 
to  use  and  asking  them  to  look  them  over  when  they  have  a 
few  minutes  in  the  library,  as  a  catalogue  can  not  indicate 
their  whole  contents.  A  card  is  then  given  to  each  child  and 
he  is  asked  to  find  each  book  on  it  and  bring  each  book  on  it 
to  a  librarian  to  see  that  he  is  correct  and  then  replace  the 
book."  The  card  for  each  child  is  different,  and  contains  six 
entries  for  books,  one  being  fiction,  one  a  reference  book 
and  the  last  a  bound  magazine.  The  books  are  so  selected 
that  congestion  in  the  stacks  is  avoided. 

Sample  cards — Yellow  cards 

824        Boyd 

Autumn  holidays  of  the  country  parson. 

Kingsley 

Hereward. 

♦ 

598       Newton 

N48  Dictionary  of  birds. 

901        Mahan 

N33m  Life  of  Nelson. 

308        Cleveland 

C54  Presidential  problems. 

Centurv-.  60:522-33 


Lessons  on  Use  of  School  Library  127 

741        Beard 

B38  Action  in  art. 

914.5     Zimmerman 

Z6  Italy  and  the  Italians. 

Munro 

John  Splendid. 
* 

394        Chambers 

C35  Book  of  days,>ol.  1. 

178        Gustafson 

G97  The  foundation  of  death. 

Harper's  magazine,  100:413-24. 

After  he  has  finished  this  work,  give  him  one  card  from  either  of  the 
following  sets  of  cards,  part  of  the  children  working  at  the  catalogue, 
while  others  are  working  with  the  periodical  indexes. 

Sample  cards — White  cards — Catalogue  work 

Find  a  book  written  by  Sir  Walter  Besant. 
Find  a  book  about  birds. 

Find  a  book  written  by  Charles  W.  Eliot. 

Find  a  book  about  Egypt — Description  and  travel. 

Sample  cards — Blue  cards — Magazine  index  work 

Find  a  1908  magazine  article  on  the  West  Point  Military  Academy. 
Find  a  magazine  article  in  index  1905-1909  on  Manual  Training. 
Find  a  magazine  article  in  index  1900-1904  on  Games. 

The  different  colors  are  used,  as  the  child  knows  when  he 
has  had  the  three  he  has  finished,  then  gives  his  name,  and  is 
registered  as  having  done  it.     No  standing  is  given. 

The  aim  of  this  work  is  to  make  the  child  feel  at  home  in 
the  main  library  by  understanding  its  mechanical  features 
and  realizing  these  are  an  aid  to  him  and  the  enjoyment  of 
books  he  finds  there.  If  possible,  this  work  should  be  done 
by  the  librarian  and  the  main  desk  assistants  as  the  children 
will  through  it  feel  acquainted  with  them,  and  they  will 
learn  to  know  the  children.  The  work  can  be  done  in  the 
time  indicated,  if  the  hbrarian  plans  exactly  what  she  is 
going  to  say,  says  it  clearly  and  is  willing  to  be  satisfied  if 
the  child  learns  these  few  fundamental  facts  about  the 
library.  She  will  find  that  farther  knowledge  will  come 
to  him  easily,  if  she  has  not  confused  him  with  trying  to 
teach  too  much  of  library  mechanics.  He  will  feel  sure  of 
his  knowledge  and  will  know  how  to  ask  for  further  help 
intelligently  if  he  needs  it. 


128 


Lessons  on  Use  of  School  Library 


SIMPLIFIED  CLASSIFICATION  FOR   CHILDREN'S  BOOKS 

Dewey  Decimal  System 


Class 

Clas 

>s 

Number 

Number 

016 

Subject  index,  Bibliography 

646 

Sewing 

030 

Cyclopedias 

650 

Business  methods 

050 

Periodicals 

680 

Handicrafts,  Manual  train- 

170 

Conduct  of  life.  Vocational 

ing 

guidance 

Pine  Arts 

220 

Bible  stories 

290 

Myths 

730 

Sculpture 

310 

Yearbooks,  Statistics 

750 

Painting 

320 

Government 

770 

Photography 

327 

Peace 

780 

Music 

330 

Conservation 

790 

Amusements,  Sports 

359 

Navies,  Battleships 

Literature 

370 

Education 

398 

Legends,        Fairy       tales, 

800 

Great    literature    told    for 

Fables,  Folklore 

children 

400 

Language 

Natural  Science 

808 

Prose  and  poetry — Collec- 
tions, Speakers  and  read- 
ers 

500 

Science  and  nature 

808.8 

Quotations 

520 

Astronomy 

811 

Poetry — Individual  authors 

530 

Physics 

811.8 

Poetry — Collections 

537 

Electricity 

812 

Plays 

540 

Chemistry 

550 

The  Earth,  Minerals 

Geography  and  Travel 

570 

Plant     and     animal 

life 

910 

Geography — General. 

(When  both  are  treated 

Travel  and  adventure 

in  the  same  book) 

912 

Atlases 

571 

Primitive  man 

914 

Europe 

580 

Plants 

915 

Asia 

590 

Animals  and  animal  stories 

916 

Africa 

595 

Insects 

917 

North  America 

597 

Fish 

917.1 

Canada,  British  America 

598 

Birds 

917.2 

Mexico,  Central  America, 
West  Indies 

Usejul  Arts 

917.3 

United  States 

600 

Industries,  Inventions 

918 

South  America 

613 

Gymnastics 

919 

Oceanica,  Australia,  Philip- 

614 

Health  and  sanitation 

pine    Islands,    Polar   re- 

614.8 

Fire    prevention    and 

fire 

gions 

620 

protection 
Machinery 

Biography 

625 

Roads 

920 

Biography — Collective 

630 

Gardening,  Agriculture 

921 

Biography — Individual 

640 

Cooking,  Home  work 

929.9 

Flags 

Lessons  on  Use  of  School  LiBUAuy 


129 


Histonj 

Class 

Class 

Number 

Number 

970.1 

Indian  life,  Indian  legends 

930 

Ancient 

971 

Canada 

910 

Medieval,    modern, 

Euro- 

972 

Mexico,    Central   America. 

pean,  and  general  history 

West  Indies 

941 

Scotland 

973 

United  States 

942 

England 

973.1 

Discovery,  Explorations 

943 

Germany 

973.2 

Colonial  times 

944 

France 

973.3 

Revolution 

945 

Italy 

973.4 

Middle  period  (1789-1861) 

946 

Spain 

973.7 

Civil  War 

947 

Russia 

973.8 

Our  own  times 

948 

Scandinavia 

977 

Separate  states  and  sepa- 

949 

Minor  countries  of 

Europe 

rate  sections  of  U.  S. 

950 

Asia 

977.5 

Wisconsin 

951 

China 

980 

South  America 

952 

Japan 

990 

Oceanica,  Australia,  Philip- 

970 

North  America 

pine  Islands 

PUBLICATIONS    RELATING    TO    THE    USE    OF 
SCHOOL  LIBRARIES 


The  following  list  has  been  prepared  with  a  view  to  help- 
ing make  available  to  the  teacher  material  bearing  on  the 
use  of  school  libraries  as  treated  in  these  pages. 

The  abbreviation  "T"  refers  to  the  township  library  list 
of  1914-16.  The  abbreviations  of  publishing  firms  are  inter- 
preted in  the  back  part  of  that  list. 

A.  L.  A.  booklist;  a  guide  to  the  best  new  books.  Issued  monthly 
except  in  July  and  August.  A.  L.  A.  Publishing  Board,  78  East  Washing- 
ton St.,  Chicago.     1.00  per  year 

Bryant.     How  to  tell  stories  to  children.    Houghton,  1905.  LOOT.  .85 
Cox.     Literature  in  the  common  school.    Little,  1908.    .90  T.  .72 

A  helpful  guide  to  the  grade  teacher;  clear,  simple,  and  not  too  technical. — A.  L.  A. 

List  of  books  for  high  school  libraries  in  the  state  of  Wisconsin. 
Issued  every  two  years  by  the  State  Superintendent. 

The  edition  of  1909  contains  instructions  for  the  cataloging  and  care  of  high  school 
libraries.  These  instructions  should  be  followed  closely  in  order  that  there  may  be 
some  degree  of  uniformity  in  respect  to  the  organization  of  the  high  school  libraries 
throughout  the  state. 

List  of  books  for  township  libraries  in  the  state  of  Wisconsin. 
Issued  by  C.  P.  Cary,  State  Superintendent.  A  revised  edition  every 
even-numbered  year. 

See  lesson,  page  74.  The  edition  of  1910-'ll  contains  instructions  for  the 
cataloging  and  care  of  elementary  school  libraries. 

MacClintock.  Literature  in  the  elementary  school.  University  of 
Chicago  Press.     1907.     1.00 


130  Lessons  on  Usk  of  School  Library 

Such  to|)ics  are  discussed  as  the  service  rendered  by  literature  in  the  education 

of  cliildrcn,  the  kind  of  literature serviceable  in  the  elementary  school 

1  he  presentation  of  the  literature,  the  correlations  of  literature  and  outside  reading 
are  also  treated. — Book  Review  Digest. 

Manual  of  the  elementary  course  of  study  for  the  common  schools 
of  Wisconsin.     Issued  by  the  State  Superintendent. 

On  pages  325-336  of  the  edition  of  1913  will  be  found  instructions  and  suggestions 
with  respect  to  the  school  library.  The  discussion  of  general  reading,  pages  326-33, 
should  be  read  by  all  who  make  use  of  these  Lessons  on  the  Use  of  the  School 
Library. 

Suggestions  as  to  the  reading  of  library  books  will  also  be  found  in  this  publication 
under  the  subject  of  reading.  The  latest  issue  should  be  consulted  for  additional 
material  on  books  and  reading. 

Olcott.     The  children's  reading.     Iloughlon.     1912.     1.25.    T.  1.00 

The  value  of  books  in  the  education  of  children,  the  cITcct  of  bad  reading,  how  to 
interest  children  in  home  reading,  and  what  books  are  especialb^  suitable  for  chil- 
dren.    For  both  elementary  and  high  school  teachers. 

Salisbury  and  Beckwith.  Index  to  short  stories.  Row.  1907.  .50. 
T.  38 

Will   help   to   find   stories  illustrating   many   difTercnt  subjects. 

Terry.     Two  lines  of  high  school  reading. 

Pamphlet  issued  by  G.  P.  Gary,  State  Superintendent,  from  whom  copies  may 
be  secured  on  application.  However,  the  same  article,  with  a  few  changes,  will  be 
found  in  the  1914  Wisconsin  Free  High  School  Manual,  pages  141-7. 

Ward,  G.  O.  Practical  use  of  books  and  libraries.  Boston  Book  Co. 
1914.      1.00 

For  high  school  libraries. 

Ward,  G.  O.  Teaching  outline  to  accompany  Practical  Use  of  Books 
;ind  Libraries.     .50 

Wisconsin   Young  People's  Reading  Circle. 

Under  the  auspices  of  the  Wisconsin  Teachers'  Association,  a  Wiscon- 
sin Young  People's  Reading  Circle  is  to  be  organized  during  the  school 
year  1915-16.  A  pamphlet  will  be  issued  and  distributed  to  teachers 
which  will  be  of  service  in  bringing  about  the  reading  of  good  books  by 
means  of  the  reading  circle  activities  in  whose  interest  it  will  be  issued. 
Teachers  should  make  every  effort  to  get  their  pupils  to  become  members  of 
this  reading  circle.  The  instructions  which  will  be  given  in  the  proposed 
pamphlet  should  be  carefully  studied  before  beginning^the  work. 


Index  131 

INDEX 

Page 

Abbrevialions  and  contractions 37 

Accession  list 8 

Acknowledgments 3 

Adaptation  of  lessons  to  pupils  and  equipment 5 

Agricultural  p ublicat ions  67 

Agricultural  journals 87  ;1()3 

Agriculture — Reference 102 

Agriculture  class 19 

Allusions 106 

Animal  stories 99 

Appendix  to  a  book 25 

Arbor  and  Bird  Day  Manual 73 

Arrangement  of  books  on  the  shelves 9;48 

Atlas 64 

Author  card 52 

Authors  and  their  works 106 

Bindings 27 

Biography — General  reading 115 

Biography — Reference 112 

Blue  Book 55 

Body  of  a  book 24 

Book  case 9 

Book  reports 14 

Book  supports 10 

Bookplates 8;  27 

Books  for  youngest  children 121 

Card  catalog , 9; 48 

See  also:     Geography — Reference 

History — Reference 

etc. 

Card  catalog  case 9 

Civics.     See  Government 

Civics  class 19 

Class  numbers  on  the  backs  of  books 8;  128 

Classes  in  which  to  give  the  lessons 5 

Classification 8;  128 

Cleanliness 23 

Clippings 75 

Compound  words 30 

Condition  of  the  school  library 8;10 

Conduct  of  life  and  vocational  guidance — General  reading 93 

Conduct  of  life  and  vocational  guidance — Reference 93 

Congressional  Director>- 95 

Constitution.     See  Government 

Copyright  date 24 

Course  of  study  by  classes 19 

Course  of  study  by  grades 16 

Credit  for  library  work 7 

Cross  reference  cards 53 

Current  history 118 

Daily  newspaper 79 

Definitions 32 

Dewey  decimal  classification ^"^^ 


27 


Dictionary 

Dictionarv — Abbreviations  and  contractions  37 


132  Index 

Dictionary — Abbreviations  used  in  dictionary 36 

Dictionary — Analysis  of  words 44 

Dictionary — Arbitrary  signs  used  in  writing  and  printing!...........  39 

Dictionary — Biographical  dictionary 40 

Dictionary — Colored  plates '......".!.....'"  '37 

Dictionary — Comparison '^^^. 43 

Dictionary — Compound  words !...!"'!""!!!'''''!!"'"'  30 

Dictionary — Contents  of  unabridged  dictionary ............'..."'!  38 

Dictionary — Declensions /'  '  42 

Dictionary — Definitions ...!!'.'!..''''.''''''"'."'!''  32 

Dictionary — Division  of  page  in  the  New  Internationai.!........'.'.'r  28 

Dictionary — Finding  given  words 28 

Dictionary — Foreign  words,  quotations,  and  phrases ......Z.......  43 

Dictionary — Gazetteer 38 

Dictionary — Given  names  of  persons .......'......''.'..!'''  40 

Dictionary — Noted  names  in  fiction 41 

Dictionary — Phrases L. "!.''''!'. '"'.'!''!!.!!  35 

Dictionary — Pictorial  illustrations ...'^.'.^....'....ZZZZZ^.  39 

Dictionary — Principal  parts  of  verbs '...'''..."  42 

Dictionary — Pronunciation "        ........  31 

Dictionary — Proper  names ; Z'Z.'.^^'^^.  39 

Dictionary — Quotations .."'!'".!.'"............'!!.."'  36 

Dictionary — Restricted  and  questionable  usage ...."..'..'.""'  35 

Dictionary — Specialized  meanings 34 

Dictionary — Spelling 29 

Dictionary — Syllabication .........•...''."""''  30 

Dictionary — Synonyms .^.'...'.^..'....  34 

Dictionary — Verbs  used  both  transitively  and  intransitiveiy........!!..  33 

Dictionary— Words  used  as  different  parts  of  speech 33 

Dictionary  stand 10 

Domestic  science — Reference 102 

Domestic  science  class 19 

Eighth  grade 18 

Electricity — General  reading 100 

Encyclopedias 56-60 

English  language — Elements  of .• 46 

Fairy  stories,  fables,  folklore,  and  legends— Reference 97 

Fairy  stories,  fables.,  folkslore,  and  legends — General  Reading 98 

Farmers'  bulletins 68 

Farmers'  institute  bulletins 71 

Fiction Hg 

Fifth  grade 17 

Filed  material — Training  in  the  use  of '. " '. 79 

Filing  pamphlets  and  clippings 11;  69;  76 

Fine  arts— General  reading 105 

Fine  arts — Reference 103 

First  grade " 16 

Folders ' L........."..'...  76 

Folklore.     See  Fairy  stories 

Foreign  words,  quotations,  and  phrases 43 

Fourth  grade ..:..  16 

Gazetteer 38 

General  encyclopedias.     See  Encvclopedias 

General  reading ." 13 

Geography — General  reading 112 

Geography — Reference 110 

Geography  class 19 

Given  names  of  persons 40 

Government — General  reading 96 


Index  133 

Page 

Government — Reference 95 

Graded  course 6;  16 

Grades  for  which  suitable 5 

Grammar  class 19 

Growth  of  the  school  library 12 

HandUng  of  books 22 

Health  and  sanitation — Reference 101 

High  school — Library  instruction  in 22 

High  schools 4; 22 

History — General  reading 119 

History — Reference 117 

History  class 20 

How  to  handle  books 22 

Index  to  a  book 25 

Industries  and  inventions — Reference 101 

Influence  of  lessons  on  choice  and  use  of  books 4 

Instruction  in  the  use  of  the  public  library 124 

Inventory 12 

Language  class 19 

Library  corner lO 

Library  hour 7 

List  of  Books  for  Township  Libraries 74 

Literary  allusions 106 

Literature — General  reading 109 

Literature — Reference 105 

Loans .• 10 

Local  weekly  newspapers 86 

Magazines 87 

Manila  folders 76 

Marking  the  place 23 

Memorial  Day  Annual 74 

Mythology — General  reading .; 95 

Mythology — Reference 94 

Nature  study.     See  science  and  nature. 

Newspapers " 7 5-87 

Note  taking 6 

Noted  names  in  fiction 41 

Opening  a  new  book 23 

Organization  of  the  library 4 

Outline  of  course  of  study  by  classes 19 

Outhne  of  course  of  study  by  grades 16 

Pamphlet  boxes  and  folders 76 

Pamphlets  and  chppings 75 

ParUamentary  law^ 96 

Periodicals 87 

Physical  make-up  of  a  book 26 

Physiology  and  hygiene  class 20 

Picture  books 121 

Practical  application 6 

Preface  of  a  book 24 

Primitive  man — General  reading 100 

Printed  parts  of  a  book 23 

Pronunciation....^ 31 

Proper  names 39 


134  Index 

Page 

Public  documents 75 

Public  library ". 4;  13;  124 

Publications  relating  to  the  use  of  school  libraries 129 

Quotations 36;  107 

Reading  class 20 

Reading  table 10 

Record  of  reading  done 10 

Reference  feature — Emphasis  on 6 

Reference  material 11;  13 

Reference  work  and  study 6 

Reports  on  books  read 14 

Review  and  test  exercise 122 

Reviews 7;  122 

Robert's  Rules  of  Order 96 

School  and  public  libraries 4;  13 

School  weeklies 91 

Science  and  nature — General  reading 99 

Science  and  nature — Reference 98 

Second  grade 16 

Self-help  and  instruction 6 

Seventh  grade 18 

Shelf  books 11 

See  also:     Geography — Reference 

History — Reference 

etc. 

Simplified  classification  for  children's  books 128 

Sixth  grade ; 17 

Sizes  of  books 27 

SpeUing 29; 30 

Spelling  class 21 

Story  of  the  book  27 

Subject-analytic  card 51 

Subject  card 49 

Subject  headings  for  card  catalog 52 

Subject  headings  for  pamphlets  and  clippings 76 

Syllabication 30 

Synonyms 34 

Table  of  contents  of  a  book 24 

Teacher  must  know  the  books 7 

Teachers'  training  classes 4 

Textbooks.: 5 

Third  grade 16 

Title  card 53 

Title  page 24 

Trade  periodicals 86 

Training  in  the  use  of  filed  material 79 

Travel  and  adventure.     See  Geography 
Travehng  library 

U.  S.  Department  of  Agriculture 68 

University  of  Wisconsin  Agricultural  Experiment  Station 70 

Useful  arts — General  reading 103 

Useful  arts — Reference 1 00 

Variant  spellings 30 

Visit  to  public  library 13 

Weekly  newspapers 86 

Wisconsin  Arbor  and  Bird  Dav  Manual 73 


lNDb:X  l,).") 

Page 

Wisconsin  Bliio  Book 55 

Wisconsin  Memorial  Day  Annual.     Sec  Memorial  Day  Annual. 
Wisconsin  Young  People's  Heading  Circle.     See  Young  People's 
Reading  Circle. 

World  Almanac 66 

Yearbook  of  U.  S.  Dept.  of  Agriculture 70 

Young  Folks'  Cyclopaedia  of  Common  Things 56 

Young  Folks'  Cyclopaedia  of  Literature  and  Art 59 

Young  Folks'  Cyclopaedia  of  Natural  History 58 

Young  Folks'  Cyclopaedia  of  Persons  and  Places 57 

Young  People's  Reading  Circle 7 

Youngest  children — Books  for 121 


14  DAY  USE               ilN 

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This  book  is  due  on  the  last  date  stamped  below,  or 
on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 

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